STUDENTS PERCEPTION ON REWARD AND PUNISHMENT

IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF

UNIVERSITY MUHAMMADIYAH YOGYAKARTA

A Skripsi

Submitted to the Faculty of Language Education

in Partial Fulfilment of the Requirement for Degree of

Sarjana Pendidikan

Muhammad Riswanda Imawan

20120540108

English Education Department

Faculty of Language Education

Universitas Muhammadiyah Yogyakarta

2016
STUDENTS PERCEPTION ON REWARD AND PUNISHMENT

IMPLEMENTED AT ENGLISH EDUCATION DEPARTMENT OF

UNIVERSITY MUHAMMADIYAH YOGYAKARTA

A Skripsi

Submitted to the Faculty of Language Education

in Partial Fulfilment of the Requirement for Degree of

Sarjana Pendidikan

Muhammad Riswanda Imawan

20120540108

English Education Department

Faculty of Language Education

Universitas Muhammadiyah Yogyakarta

2016

i
 Approval Sheet

Students Perception on Reward and Punishment Implemented at

English Education Department of University Muhammadiyah Yogyakarta

We here by approve the Skripsi of

Muhammad Riswanda Imawan

20120540108
Candidate for the degree of Sarjana Pendidikan

December 22nd , 2016

Sri Sudarsi, S.S., M.InT.
The Skripsi Supervisor

December 22nd , 2016

Puput Arfiandhani, S.Pd., M.A.
Examiner 1

December 22nd , 2016

Gendroyono, S.Pd., M.Pd.
Examiner 2

Accepted December 22nd , 2016

Gendroyono, S.Pd., M.Pd.

Dean of Faculty of Language Education

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 Statement of Authenticity

I am a student with the following identity:

Name : Muhammad Riswanda Imawan

NIM : 20120540108

Program Study : English Education Department

Faculty : Faculty of Language

University : University Muhammadiyah Yogyakarta

Certify this Skripsi under the title Students Perception on Reward and Punishment

Implemented at English Education Department of University Muhammadiyah

Yogyakarta is authentic based on my undergraduate thesis. I am completely

responsible for the content of this study. Others opinions of findings included in this

thesis proposal are quoted in accordance with the ethical standards.

Yogyakarta, December 22nd , 2016

Muhammad Riswanda Imawan

20120540108

iii
 Acknowledgement

My name is Muhammad Riswanda Imawan, the researcher of this study

saying Alhamdulillah. I am very thankful and grateful to Allah SWT for giving the

opportunity, strengthening my heart, and answering my prayers, so that I can finish this

Skripsi. I also say thank to my prophet, Muhammad SAW, who has been a great and

inspiring role model with his story. It is one of the achievements that I am really proud

of because I have given all the best I can on this Skripsi.

I want to say thank you to my parents, my father and my mother, for

everything they have done and given sincerely and tirelessly. Their love, their prayers

and their sacrifices have made me reach this point of life. Even though I can say it in

person, I want to say I love you so much. Then, my two brothers, by their existence,

have made me a better big brother, and hopefully I can be a good role model for both of

oyu. I do not forget as well to say thank you to my big family in Borneo and Java that

give me support, suggestion and prayer.

There is a big thank I do not know how to say it. I give it to my supervisor,

Miss Darsi. Thanks a lot for the patience, motivation and guidance. You are the real

MVP (Most Valuable Player/Person) of this achievement. I also want to say thank you

to all of the lecturers of PBI UMY and the staffs of PBI, FPB and UMY for the

countless helps. You deserve a reward for it.

For all my friends who are always there by their support, help and even their

existence in my life, I am glad I have you all, Celestial, EED UMY 2012, Anak

Ganteng, Neo KBM, Harmony, Stop Maksiat and SMA 1 Kumai. Sorry that I can

mention your names and the order of the names does not mean anything like chart. You

are my family from other families. Thank God, I have you all this whole time.

iv
 Last but not least, I want to say so much thanks to the participants of this

study. I could not finish this Skripsi without your participation and cooperation.

Because all of your names should be pseudonymous, I cannot mention your names. I

want you to know that your helps mean a lot for the work of my Skripsi.

v
 Abstract

Behaviorism theory proposes reward and punishment to help student succeed in

learning. Based on that, this study wanted to see students perception on the effect of

reward and punishment implemented at English Education Department of University

Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what

is the students perception on the effect of reward and punishment implemented at EED

UMY toward student motivation? This research adopted a qualitative approach that

took a place at EED UMY and took four student as the participants of this study. The

participants were chosen through purposive sampling in which the participants should

have received both reward and punishment. Regarding with the effect of reward, this

study resulted various findings; first, rewards increase student motivation to learn and

work harder; second, rewards increase students interest in a particular subject; and

third, rewards motivate students to repeat their good performance. Meanwhile, the

study on punishment found that; first, punishments increase student motivation in

learning; second, punishments decrease student motivation; third, punishments do not

have a significant effect on student motivation; and forth, students will not repeat their

mistake after being punished. In conclusion, this study can state that students perceive

rewards affect their motivation positively, while the effect of punishment can be either

positive or negative, and it is sometimes not powerful enough to affect student

motivation.

Keywords: reward, punishment, motivation.

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 Table of Content

Title Page ... i

Approval Sheet .. ii

Statement of Authenticity .... iii

Acknowledgement . iv

Abstract . vi

Table of Content ........... vii

Chapter One: Introduction .................................................................................. 1

Background .... 1

Problem Statement ..................... 4

Problem Limitation ............. 5

Research Question .. 6

Purpose of the Study ................... 6

Significance of the Study ........... 6

Chapter Two: Literature Review ....................................................................... 8

The Theoretical Base of Reward and Punishment ......................................... 8

Definition of reward and punishment ............. 10

Form of Reward and Punishment ................... 11

Effect of Reward and Punishment in Learning .................. 12

Student Motivation Related to Reward and Punishment in Learning ............ 15

An Overview of the Implementation of Reward and Punishment at EED 19

Review of Related Study .... 20

Conceptual Framework .. 21

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Chapter Three : Methodology ............................................................................. 23

Research Design . 24

Participants and Setting of the Study . 21

Data Collection ... 26

Instrument of the Study .. 26

Data Analysis . 27

Chapter Four : Finding and Discussion .............................................................. 28

Students Perception on the Effect of Reward toward Their Motivation ... 28

Students Perception on the Effect of Punishment toward Their Motivation 33

Chapter Five : Conclusion and Recommendation ............................................. 38

Conclusion .. 38

Recommendation 40

References .............................................................................................................. 42

Appendices

viii
 List of Figure

Figure 1 22

ix
 List Appendices

Appendices 1 . 1

Appendices 2 . 3

x
 Abstract

Behaviorism theory proposes reward and punishment to help student succeed in

learning. Based on that, this study wanted to see students perception on the effect of

reward and punishment implemented at English Education Department of University

Muhammadiyah Yogyakarta (EED UMY). The research question of this study is what

is the students perception on the effect of reward and punishment implemented at EED

UMY toward student motivation? This research adopted a qualitative approach that

took a place at EED UMY and took four student as the participants of this study. The

participants were chosen through purposive sampling in which the participants should

have received both reward and punishment. Regarding with the effect of reward, this

study resulted various findings; first, rewards increase student motivation to learn and

work harder; second, rewards increase students interest in a particular subject; and

third, rewards motivate students to repeat their good performance. Meanwhile, the

study on punishment found that; first, punishments increase student motivation in

learning; second, punishments decrease student motivation; third, punishments do not

have a significant effect on student motivation; and forth, students will not repeat their

mistake after being punished. In conclusion, this study can state that students perceive

rewards affect their motivation positively, while the effect of punishment can be either

positive or negative, and it is sometimes not powerful enough to affect student

motivation.

Keywords: reward, punishment, motivation.

 1

Chapter One

Introduction

This chapter explains why this study is conducted. This chapter includes

background of the study, statement and limitation of the problem, research question,

purpose of the study, and significance of the study.

Background

A connection among reward, punishment and learning is presented at

Behaviorism theory. Behaviorism presents an idea that learning takes place as the

result of a response that follows a specific stimulus and a reinforcer that follows-up

to the stimulus (Chen, 2011). It is as if a stimulus is given to trigger an action or a

behavior, and a reinforcer is given to shape or strengthen the action or the behavior

(Chen, 2011). Mowrer as cited in Ilegbusi (2013) pointed out that an action that is

strengthened by reward, which is followed by punishment, produces certain stimuli

for the organism, and then, the action starts to repeat. In other words, reward and

punishment certainly is linked to Behaviorism in terms of stimulus and

reinforcement as the supporting tools in learning.

Reward can be defined as a thing or prize given to appreciate someone, and

punishment is not just giving someone a penalty for his or her mistake. Skinner in

Chen (2011) explained that reward or positive reinforcement is anything that

reinforces the wanted response when a behavior or an action is made. According to

Skinner, Good and Brophy, punishment is anything or any way that is given toward

an inappropriate behavior to suppress the behavior, and make it reduced (as cited in

Chen, 2011). Therefore, reward is any kind of things or treatment that increases the

frequency of behavior and punishment.

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There has been numerous research studying the effects of reward and

punishment in learning. According to Banko, Cameron, and Pierce, the effects of

reward and punishment can increase students achievement level as a benefit for

their success (as cited in Matera, 2010). On the other side, some researchers

expressed their concern at the detrimental effects of rewards and punishments when

they saw these uses of reward and punishment as ways or forces that finally

manipulate childrens behaviors to get them to perform as the rules want them to

(Matera, 2010). Research above shows they have different opposite arguments for

the effects of these rewards and punishments in its use.

Implementing reward and punishment requires careful consideration because

when an action or a behavior is given a reward or punishment, it does not always

result a positive or expected response. Good and Brophy in Chen (2011) stated,

responses that allow escape from painful or undesirable situations are likely to be

repeated (p.129). Giving reward should need a consideration since it has an effect

to decrease students intrinsic motivation in learning as well (Moberly, 2005). In

managing this behavior, it will just be another problem if the behavior is wrongly

treated, so the thoughtful consideration is needed in implementing reward and

punishment.

In society, reward and punishment always come together as an entity. Based

Kohn, there is society's "carrot and stick" theory, in which good ethics or work is

rewarded while inappropriate behavior earns punishment (as cited in Moberly,

Waddle & Duff, 2005). The term for that is do this and you will get that (Kohn as

cited in Moberly et al., 2005). Further, Byrd, Loeber and Pardini (2014) explained

Grays theory of the existence of two systems; one that increases activity and
 3

initiates goal-directed behavior in response to reward; and the other that serves to

inhibit action and avoid aversive stimuli or punishment (p.126). Explanations

above show that reward and punishment exist in our life as one unit.

In education, the processing of reward and punishment has profound

implications for learning, which serve as the foundation for many aspects of

behavioral, social and emotional development (Byrd et al., 2014). The practice of

reward and punishment are applied to increase student motivation level in such

situation when rewards are elicited immediately before or after satisfactory

completion of a task (Banko as cited in Moberly, 2010). However, rewards are seen

as an enticement by researchers that demonstrate false hope for learning to occur.

At English Education Department of University Muhammadiyah Yogyakarta

(EED UMY), many lecturers apply reward and punishment method to students to

encourage student motivation and discipline. The researcher of this study is a

student of EED UMY, and has observed how lecturers put reward and punishment

into learning practice. Lecturers usually will give praises to students who perform

well in the class, and they even sometimes give a gift to those students. For

unsatisfying performance like lateness of attending into the class, lecturers will give

a punishment, which is considered absent, for the late students. Lecturers of EED

UMY still use this kind of reward and punishment in their class.

Students show various responses when they get reward or punishment. Some

students show positive response, and there are some students who show negative

response instead. Dissenting opinions of the experts about effects of reward and

punishment have made an interesting point for the researcher of this study to

discover how both reward and punishment have real impacts to students. Although
 4

the cases of rewards and punishments have been researched many times previously,

as a student, the researcher of this study considers it is needed to be researched in

EED UMY because nobody has observed this case in EED UMY. This study found

how reward and punishment have impacts to students of EED UMY.

Based on the points above, it is important to see students perception of

reward and punishment implemented at EED UMY because they are the targets or

the victims of the implementation of the reward and punishment. Then, the

researcher conducted this study under the title: Students Perception on Reward and

Punishment Implemented at English Education Department of University

Muhammadiyah Yogyakarta. This study was aimed to see the development of these

reward and punishment issues at EED UMY in which the researcher see those issues

above actually happen. Therefore, this study talked about what effects that reward

and punishment have for the students of EED UMY.

Problem Statements

How the implementation of reward and punishment give various impacts on

students is one of causes to expand this study area. The reward and punishment

given or applied by English Education Department of University Muhammadiyah

Yogyakarta (EED UMY), or the lecturers of the institution, are intentionally

expected to control behavior and motivate students. However, it sometimes results

in a bad or unsatisfying outcome from student responses instead of a good or

satisfying outcome, and some problems are identified in this issue.

First, Based on the researchers experience as a student of EED UMY, the

outcome of the use of reward and punishment has different effect on students. Some

students respond positively or satisfyingly while the others respond negatively or

 5

unsatisfyingly. Students probably do not like those kinds of reward and punishment

implemented by the lecturers, or how it is given and whom is given also becomes

the problem, in which the fair game is demanded to erect. Moreover, it causes some

students get demotivated and inactive in learning after they are given a reward or

punishment, or not given a reward and punishment instead, or after they saw their

friends given reward and punishment.

Second, the good purpose of lecturers to give both reward and punishment to

strengthen good action or behavior, and weaken bad action or behavior, has become

the opposite. On the contrary, student motivation in learning might decrease whereas

motivation is all they have to possess to keep learning. The causes of this can be

either the students, or the teachers, or the system, or all of them.

Third, implementing reward and punishment needs a careful and thoughtful

consideration. It is all because the implementation of reward and punishment

method involves learning atmosphere, and affects students physically and

psychologically, and the result is not always predictable. It must be confusing for the

lecturers to see the unexpected responses from students even though they have a

good purpose and reason behind that. Besides, the lecturers also cannot tell what

students truly feel and think about reward and punishment method implemented by

them to the students.

Problem Limitation

As a student of EED, the researcher of this study researched about reward

and punishment implemented at English Education Department of University

Muhammadiyah Yogyakarta (EED UMY). This study focused more on reward and

punishment implemented by lecturers in their course/classroom and this study

 6

wanted to see it from students point of view. Besides that, reward and punishment

have impacts on various areas of students such as physical, behavior, psychology,

feeling and motivation. Therefore, for the limitation, this study was also limited on

the effect of reward and punishment implemented at EED UMY on student

motivation in learning. Thus, this study has discovered the effect of reward and

punishment implemented at EED UMY on student motivation in learning from

students perception or point of view.

Research Question

Based on the points mentioned above, the research question of this study is:

What is students perception on the effect of reward and punishment

implemented at EED UMY toward student motivation?

Purpose of the Study

To answer the research question, the purpose of this study is:

To know students perception on the effect of reward and punishment

implemented at EED UMY toward student motivation.

Significances of the Study

For the researcher. This study, in its process, gives the researcher a great

experience to learn and research an issue especially about reward and punishment. It

enhances researchers ability and proficiency in researching a phenomenon around.

For other researchers. This study hopefully helps other researchers to study

issues of reward and punishment, especially about the effect of reward and

punishment on student motivation.

 7

For lecturers of EED UMY. By this study, the lecturers of EED UMY will

know students perception about the reward and punishment implemented at EED

UMY toward student motivation, so the lecturers will be able to develop their

teaching method, especially if they use reward and punishment.

For students of EED UMY. This study can be an opportunity for students

of EED UMY to give feedback to lecturers teaching method and lecturers method

in implementing reward and punishment. Therefore, students can get a better

method of learning and teaching by the lecturers.

For the institution (EED UMY). This study can be helpful for EED UMY

to recheck the recent rules and regulations, especially about reward and punishment

in EED UMY. Therefore, it probably gives a contribution in developing a better

system.
 8

Chapter Two

Literature Review

This chapter is aimed to support this study with related literature. This

chapter elaborates studies including theories related to the topic of this study, review

of related study and conceptual framework.

The Theoretical Base of Reward and Punishment

The basic of Behaviorism. Applying the use of reward and punishment into

a learning and teaching process is basically as stimulus or reinforcer students action

or behavior. Chen (2011) said, Behaviorist believes that learning takes place as the

result of a response that follows on a specific stimulus (p.1259). The repetition of

the S-R (stimulus-response) cycle will condition the organism (animal or human)

into repeating the responses whenever the same stimulus is present (Chen, 2011).

Behaviorist believes that stimulus and reinforcers are needed to trigger and

strengthen students movement in a success of learning.

Gagn who is a major instructional design theorist is associated with

behaviorism in his study. Gagn identified categories of human factors that affect

learning event, and one of the categories is external stimulus factor (as cited in

Chen, 2011). It points that Contiguity: time relationship between stimulus and

response, Repetition: frequency of exposure to a stimulus, and Reinforcement:

follow-up to the stimulus, can give affection into learning. Behaviorism itself has

been a help in instructional design theory development as Gagn develop his

instructional design theories.

 9

Behaviorism is a theory where the stimulus or reinforcement (reward and

punishment) exists and is given to students in learning. It also has been developed

into other forms of instructional design. All is for giving help in learning success.

Behaviorism, in learning, emphasizes on external rewards, e.g. grades and test

scores, working to please the teachers or parents and working to avoid being told off

(Cohen, Manion, Morrison & Wyse, 2010). That is what Behaviorism has believed

that learning is conditioned which the learners are moved by extrinsic factors.

Pavlovs classical conditioning. Pavlovs experiment involved food, a dog,

and a bell. His work inaugurated the era of S-R psychology. As cited in Chen

(2011), Pavlov placed meat powder (an unconditioned stimulus) on a dogs tongue,

which caused the dog to automatically salivate (the unconditioned response,

responses are natural and not learned). Then, on a series of subsequent trials, Pavlov

sounded a bell at the same time he gave the meat powder to the dog. When the food

was accompanied by the bell many times, Pavlov found that he could withhold the

food, and the bells sound itself would cause the dog to salivate. The bell became the

conditioned stimulus that caused the conditioned response of salivating.

The practice of substituted stimulus probably worked, and it can be applied

in learning as an approach to effective learning. Using some kind of reward or

punishment as the stimulus in learning. Therefore, it may be working in some cases

for some students.

Skinners operant condition. Skinner contributed much in Behaviorism

study. Just like Pavlov, Skinner believed in the stimulus-response pattern on

conditioned, and he developed the early theory of conditioned behavior (Chen,

2011). His work to this case is well known operant condition.

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Operant condition is a responses change influenced by an event (rewarded

or punished) following the initial response (Chen, 2011). It is as when a particular

S-R pattern is reinforced (rewarded or punished), the individual is conditioned to

respond. Then, the behavior that has been reinforced (rewarded or punished), the

probability that it will occur at next time has changed. The frequency of the behavior

can be increased, decreased or even vanished after reward or punishment is given.

Definition of reward and punishment

Definition of reward. Reward is not defined as a thing or belonging given to

people for their achievements result. Horner and Spaulding (2009) stated, rewards

are defined as any contingently delivered consequence like event, activity and object

associated with an increase in the future likelihood of a behavior in similar

situations (p.755). According to Skinner, reward or positive reinforcement is

anything that reinforces the wanted response to be repeated after the behavior or an

action is made (as cited in Chen, 2011). As addition, Horner and Spaulding (2009)

emphasized if the consequence was a sticker, and the behavior increased, then the

sticker was a reward; if the consequence was a reprimand (which included adult

attention), and the behavior increased, then the reprimand was a reward (p.755). A

good response of behavior that is repeated means have been positively reinforced or

rewarded, and the reinforcement itself has become reward.

Definition of punishment. Sidman as cited in Holth (2005) defined

punishment as anything that can reduce the frequency of undesired action or

behavior. According to Skinner, punishment is to give painful or undesirable

consequences in order to suppress response of behavior reappeared in the future (as

cited in Chen, 2011). Advocated by Holth (2005), punishment is defined as a

 11

procedure in which certain responses (impropriate action or behavior) have

consequences, those responses decrease in frequency, and the decrease in frequency

occurs because of the responseconsequence relation, and not for some other reason.

If a thing can be reducing an impropriate behavior reappeared, then it is meant as

punishment.

Form of Reward and Punishment

Form of reward. Reward in its implementation can be in many forms.

Rewards can be in form of verbal praise, good grade, or feeling of satisfaction

(Chen, 2011). According to Moberly et al. (2005), rewards take various forms of

stickers, candy, treats, pencils, prizes, additional privileges, certificates, praise and

money. Partin (2009) categorized rewards in many forms. The first one is reward in

form of gift or belonging such as candy, sticker, pencil, books and chocolate. The

second one is reward in form of activity such as taking a break, playing games,

becoming teacher assistant and borrowing things. The third form of reward is social

reinforcement such as ranking, award, applause, praise, smile and admission from

friends and teachers. The Last form is reward in form of intrinsic reinforcement such

as jollity, goal achievement, self-satisfaction, meaningful humor and self-expression.

What matters is if after the object or event is delivered contingent upon the

performance of a behavior, and the behavior becomes more likely to occur under

similar conditions in the future, so the object or event to be classified as a reward, or

reinforcer (Horner & Spaulding, 2009). Therefore, if the given things, objects or

events increase the frequency of the response of behavior, those mean reward.

Form of Punishment. Researchers identify several forms of punishment in

its use. The use of punishment often appears in the term of consequences", such as
 12

losing recess, seeing the principal, giving up privileges and having time-out as a

result of inappropriate behaviors (Moberly, 2005). Verbal interaction like reprimand

is a kind of punishment too (Cohen et al., 2010). Loss of desired things and

existence of undesired things are forms of punishment as Skinner explains that

punishment is a procedure including either the removal of a positive reinforcer, or

the presentation of a negative reinforcer or aversive stimulus (Holth, 2005). Maag

(2001) mentioned forms of punishment that are still used by schools are in-school or

out-of-school suspension, expulsion, fines, detention, restitution, and even corporal

punishment. Corporal punishment is physically punishing students and inflicting

pain (Richardson, Rosenthal & Burak, 2012). Besides the corporal punishment,

Leung (1991) made categories for punishment items. The first item is symbolic like

placed on report and demerit. The second item is teacher-based such as teacher

telling off, sent to principal, teacher watching closely, low/bad marks on work and

private chat with teacher. The third item is curtailment of activity such as given

lines, extra homework, sent out of room or to special room and no favorite activity.

The last one is home-linked like bad report, bad note to parents and parents come to

school. Those things are some forms of punishment existed in common learnings.

Effect of Reward and Punishment in Learning

From the theoretical base and definition of reward and punishment, it could

be seen that both the reward and punishment have effects in controlling behavior.

Reward may reinforce the behavior in frequent use in which it is nice behavior, and

punishment is used to decrease inappropriate behavior in its frequent use. For the

further result of the use of reward and punishment in learning, it has a probability,

either students will be motivated or demotivated if there are reward and punishment
 13

following up for doing some actions or tasks. The following points will detail the

effects of both reward and punishment

The effect of reward. Reward has many impacts toward students, and some

experts explain that it has good effects for students. Ilegbusi (2013) stated that If a

child knows that they will get a reward for completing a certain task, he will be

motivated to work hard to obtain the reward (p. 36). He also believed that rewards

may change the interest of actual life situations in which an activity originally

disliked becomes liked, and the interest may be sustained for some time beyond the

immediate present (Ilegbusi, 2013). According to Horner and Spaulding (2009),

Encouragement, guidance and reward of appropriate approximations of successful

behavior are helpful for students in building the skills that can then be sustained by

the natural consequences from reading well, joining games with peers, or playing a

musical instrument (p.4). Then, schools with clearly defined behavioral

expectations and formal strategies for acknowledging (rewarding) appropriate

behavior are perceived as safer, more effective learning environments.

Research also shows that reward has become a good method on the

improvement of student achievement. An experiment by Hurlock on that relative

effectiveness of these forms of rewards showed that school mathematics improved

under praise (Ilegbusi, 2013). From another experiment, Ilegbusi (2013) believed

that teacher that encouraged a warm praise for students works will increase their

motivations, and their scores increased. The praised group continued to work even

when the teacher was away and got along better as a team. Student achievement

truly can be improved through the application of reward.

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Even though some researchers see reward has a good impact, the other

researchers see that reward has a bad impact. Moberly et al. (2005) clarified the use

of rewards will interfere relationships of children with peers and adults, establishes

an air of competition and kills creativity and interest in the task (p. 360). Teachers

become goody dispensers or enforcers. The caring alliance, partnership in learning

and community ethos that teachers seek to establish are damaged. Kohn also

suggested that praise can be salient, manipulative, expected and as detrimental as

other rewards, causing intrinsic motivation to decline (as cited in Moberly et al.,

2005). According to Gilkey (2014), recent entire generations have been working

exclusively for the grade or the rewards of an immediate and tangible nature. The

impact has led to consequences in which students lose peer relationship and

motivation for a more engaged yet less immediately tangible experience of learning

and comprehension. The bad effects of reward is seen really happened, and it is a

very strong argument.

The effect of punishment. Researchers has some arguments about the effect

of punishment. The use of punishment has both positive and negative effect

(Ilegbusi, 2013). The arguments of researchers still remain to be debated.

Skinner described three main effects through which punishment could

indirectly results in a reduced probability of the punished behavior (Holth, 2005).

First, an aversive stimulus (punishment) may elicit responses which are

incompatible with the punished response (e.g., "When we stop a child from giggling

in church by pinching it severely, the pinch elicits responses which are incompatible

with laughing and powerful enough to suppress it"). Second, previously punished

behavior becomes the source of conditioned stimuli which evoke incompatible

 15

behavior. (e.g., "When a child who has been pinched for giggling starts to giggle

upon a later occasion, his own behavior may supply conditioned stimuli which, like

the mother's threatening gesture, evoke opposed emotional responses"). Third,

behavior which reduces the conditioned aversive stimulation arising from the

behavior itself or from concurrent circumstances, will be reinforced. (e.g., following

punishment, the subject may not simply stop engaging in the punished behavior, but

may also show a marked resistance if manually prompted).

In other case, Moberly, Wadder and Duff (2005) explained that, the use of

punishment also brings consequences" (p. 360). Punishment can lead a child to three

responses: calculation of risks, blind conformity or revolt (Kamii as cited in

Moberly et al., 2005). According to Kohn, punishment can lead to children feeling

anger, defiance and wanting revenge (as cited in Moberly et al., 2005). These

feelings certainly are not conducive to building a caring community or fostering

social competence in children. The dispensing of punishments is simply another way

of adults exercising power over children.

Student Motivation Related to Reward and Punishment in Learning

Definition of motivation. Motivation is an independent internal drive owned

by the individuals (Ferguson as cited in Matera, 2010). Motivation refers to the

reason that underlies a behavior (Lai, 2011). As cited Lai (2011), Gredler, Broussard

and Garrison generally described motivation as the trait that moves us to do or not to

do something. Anything that becomes the reason or purpose to do something can be

called motivation. Motivation is simply defined as something what moves people to

do action.
 16

Kinds of motivation. Generally, motivation is divided into two kinds. The

first one is extrinsic motivation, engagement in the activity (learning process) to

achieve a reward or avoid of a punishment, and the second one is intrinsic

motivation, engagement in the activity where the individual finds satisfaction and

enjoyment (Matera, 2010). Intrinsic motivation is motivation stimulated by personal

enjoyment, interest, or pleasure and extrinsic motivation is motivation governed by

reinforcement contingencies (Lai, 2011). In educational case, there is called

academic motivation. According to Gottfried, academic motivation is the

enjoyment of school learning characterized by a mastery orientation, curiosity,

persistence, task-endogen and the learning of challenging, difficult, and new tasks

(as cited in Lai, 2011). Intrinsic motivation and extrinsic motivation are the general

kinds of motivation, and it can broadly develop to other specific area like education

area.

Perceptions of the effect of reward and punishment toward student

motivation in learning. Motivation has a strong relation to reward and punishment

as Matera (2010) explained that level of student motivation influenced by external

reinforcement (reward and punishment). In the relation of reward and punishment

toward student motivation, Banko, Cameron, Pierce, and So indicate that student

motivation levels increase when rewards are elicited, but Kohn argues that once the

rewards are no longer distributed to these same students, their intrinsic motivation to

complete the same task decreased and even damaged (Matera, 2010). Reward and

punishment really do have a connection to student motivation, and researchers have

done various studies about this case.

 17

According to Ilegbusi (2013), the investigation so far made into this reward

and punishment problem have given controversial result, and some of them is

arguing positively while some is arguing negatively. The proponents of the adoption

of reward and punishment system believe in the use of reward and punishment to

motivate students is good. Extrinsic tangible reward that is given makes students

motivated to learn as they will be motivated to work hard (Ilegbusi, 2013). It even

occurs for intangible reward as Moberly et al. (2005) proposed the verbal

acknowledgement or praise from the teacher have the same effect as stickers and

candy (tangible reward). Ilegbusi (2013) added a proof from a study where a teacher

that used a warm approach and encouraged students with warm praises in his class

could motivate students to high marks, and it even continued when the teacher was

away. He (2009, p.36) also added, Students who are successful and who therefore

derive satisfaction from a learning activity are motivated toward additional learning.

Lee Canters theory of discipline and behavior management points teachers to

recognize positive behaviors and to use discipline hierarchy of consequences for

inappropriate behaviors in order to affects student motivation positively (Moberly et

al., 2005). Punishment itself is positively able to eliminate wrong response (behavior

or action) and speed up learning as a common-sense that someone will not continue

to do what was punished (Ilegbusi, 2013). Later, it affects strengthening the motive

(motivation) to learn or to do works of students. Punishment has reverse effect from

reward to students behavior like inappropriate behavior reappears after the

temporary punishment is taken off (Matera, 2010). We see that punishment is

needed to move (motivate) students both to avoid and not to repeat inappropriate

behavior. Those who believe in positive effects of this issue can rely on the

explanation above.
 18

In other perspective, some studies have been seeing this issue impacts

negatively to students. Ilegbusi (2013) in his obervation, made a statement that this

forms (reward and punishment) of motivation effects seem fairly clear less generally

and less permanently effective. Wittmer and Honig in Moberly et al. (2005, p.361)

believed that with the increase in the use of external reinforcement, children's social

behavior and internal rewards may decrease. Horner et al. (2009) had a concern

pointing that the formal use of reward in school causes students failed to develop

their interinsic motivation or self-managed motivation, and it is supported by

Moberly et al. (2005) that a reward can be manipulative to cause intrinsic motivation

to decline. Sullo (2009) had a notion that bestowing external reward can interfere in

students natural desire to learn. He found that students who are bounded to external

reward (eg. watching movie and homework pass) show no evidence being excited to

learning and developing new competence again. According to Sullo (2009), the

natural reward for learning is the good feeling we experience when we accomplish

something, not being rewarded (p. 33). For the role of punishment in motivating

students, Ilegbusi (2013) told there are more controversies about it since the

beginning. Earlier findings simply stated that punishing wrong responses removes

them and speed up learning, but later findings indicated that the conditioning of fear

of punishment is the primary consideration causing that removal of the punished

response. Students might be motivated to high marks in the class, but students

motivated by fear of punishment will stop work as soon as the teacher left the class

since it is difficult to use punishment effectively to motivate learning of a more

permanent character. Philpot in Matera (2010) said punishment handed out to the

student is a clear opportunity for him or her to become disinterested or emotionally

detached from the person, assignment, or even the environment. That statement
 19

show that student motivation can be decreased since students get disinterested or

detached from what in related and who punished them. In addition of Ilegbusi

(2013), punishment is mortifying, produces anxiety and is fraught with hazards in

teacher-students relationship (p. 38). Those are how some studies shows their

results arguing reward and punishment actually have bad influences on student

motivation through manipulative ways.

An Overview of the Implementation of Reward and Punishment at EED UMY

Lecturers of EED UMY has some rules and regulations in their class. The

rules and regulations include reward and punishment system, and it is agreed by

both the lecturer and students. It has been agreed in the beginning of the class, and it

sometimes changes along the class running.

Based on the researchers experience, reward may exist even though it is not

previously informed to students. Rewards that exist are like gifts, compliments,

applauses and privileges (activity). The privileges can be an extra point or score and

a chance to leave the class earlier. Appreciation to students given along the feedback

from lecturers is a reward because it is really needed by students due to their

progress and achievement. Those are all to encourage students to be active in the

class and motivate them in learning. Reward method at EED UMY is still used by

the lecturers.

Punishment system implemented by lecturers of EED UMY is usually

similar; for the example, the late-comers, in which students who come late more

than fifteen until twenty minutes, will be considered absent even though they are

allowed to join the class, but there is also a chance that they will be locked outside.

Lateness for submitting assignment is also a strong rule. Students who are late to
 20

submit the assignment will get score deduction, and the deduction will increase each

day the assignment is still not submitted. Plagiarism is very not welcoming at EED

UMY. If students are caught doing plagiarism, their assignment will be scored zero.

Those are the examples of punishment implemented by lecturers of EED UMY.

Reward and punishment are a method that keeps used and needed by

lecturers of EED UMY until now. They adopt it to motivate students and maintain

the discipline in learning. Both students and lecturers are aware of this situation and

what it is meant for.

Review of Related Study

For additional resource, the researcher reviews some related studies. Two

sources are reviewed and will be about how reward and punishment are used in

learning. The studies will be elaborated briefly in the following points, and the

connection among the reviews and this study will be seen to complete this study.

First is a study from Langa (2014) from University of Piteti, Romania. The

purpose of the study is to identify teachers manner of applying the reward and

punishment duet in order to decrease the frequency of pupils undesirable behaviors.

The conclusion of his study asserted that both two novice and experienced teachers

have different manners in applying reward and punishment. The experienced

teachers are more consistent in applying punishments for immediately correcting the

undesirable behaviors of students; the novice teachers apply more frequently

rewards as soon as pupils have a desirable behavior; experienced teachers act by

foreseeing long-term consequences when giving reward and punishment; and both

beginning and experienced teachers consider that students are aware why they are

punished.
 21

Second is a study by Wchter, Lungu, Liu, Willingham, and Ashe (2009).

Their study focused on how reward and punishment have differential effects on

procedural learning. Ninety-one participants of this study were asked to do an

implicit motor learning task. The study findings conclude that reward leads to

enhancement of learning in human subjects, where as punishment is associated only

with improvement in motor performance.

Those two reviewed studies have linked correlation to this study that have

the same field of interest, which are reward and punishment. Yet, this study will go

deeper in digging up students perception on reward and punishment implemented in

university level (EED UMY), and its impact on their motivation in learning.

Conceptual Framework

The idea to implement reward and punishment into learning presents in

Behaviorism since the behaviorists believe in stimulus-response cycle and

reinforcement is needed in learning (Chen, 2011). The implementation of reward

and punishment is still being used in schools. According to Ilegbusi (2013),

Rewards and punishments have become permanent features of the classroom

situation and parents even use them in those aspects which concern school work (p.

38). The implementation of reward and punishment including how to implement it

has both positive and negative effect and outcome. Due to specific student

motivation issue, it has led to many controversies about its use in various forms to

motivate students in learning. In a big number of studies, some researches argue

positively while the others argue negatively.

Based on that and the researcher experience as a student who see the same

issues, this study, Students perception on reward and punishment implemented at

 22

English Education Department of University Muhammadiyah Yogyakarta, will

expose the effect of reward and punishment implemented at EED UMY toward

student motivation in learning. The conceptual framework of this study is described

on the following figure:

Figure 1. Conceptual Framework

 23

Chapter Three

Methodology

This chapter talks about the methodology used for this study. In this

chapter, there are points discussed which includes research design, participants and

setting of the study, data collecting method, instrument of the study and data

analysis.

Research Design

This study employed qualitative approach as research design. It was to help

the researcher to reach his aim for the study, which was to find out students

perception on reward and punishment implemented at English Education

Department of University Muhammadiyah Yogyakarta (EED UMY) toward their

motivation in learning. Therefore, qualitative research design was chosen as the way

to reach that aim. Qualitative research enabled the researcher of this study to acquire

deeper and more detailed understandings about a phenomenon, which was the effect

of the implementation of reward and punishment toward student motivation.

Reward and punishment implementation was still debated by experts related

to its effect. Some experts argued that reward and punishment are good for student

motivation while the other experts argued that reward and punishment are bad for

student motivation. Afterwards, the researcher wanted to see how EED UMY

students through qualitative research perceive the issue of reward and punishment.

The use of qualitative research was appropriate for a study if the researcher is eager

to understand a situation of the theorys implementation (Cohen, Manion and

Morrison, 2011). If the research objective is exploring the phenomenon under study,

then it is recommended to use qualitative methods (Khan, 2014, p.300).

 24

The decision to choose qualitative research design for this study was already

appropriate to the researchers aim. It was to discover students perception on

reward and punishment implemented at EED UMY toward their motivation in

learning. Qualitative research design helped the researcher to have this study

appropriately well done, and it was agreed with the title of this study, Students

Perception on Reward and Punishment Implemented at English Education

Department of University Muhammadiyah Yogyakarta.

Setting and Participants of the Study

Setting. The researcher chose EED UMY as the setting to conduct this

study. As a student of EED UMY, the researcher saw and experienced the reward

and punishment issue of this study happening at EED UMY. Additionally, this kind

of study had not been conducted at EED UMY. Therefore, the selection of EED

UMY as the setting of this study had been appropriate to the purpose of this study

and the significances of this study, and was meaningful for the researcher and EED

UMY institution.

Participants. The researcher approached students of EED UMY to

participate and cooperate in this study voluntarily, and the students who agreed to be

the participants of this study were pseudonymous. The researcher took four

participants for this study, which were two students from batch 2014 and two

students from 2015. The reason to choose students of 3rd and 5th semester was based

on the fact that most classes they took required them to attend 16 class meetings

during the semester. Hence, they would still be receiving and feeling the immediate

impact of the reward and punishment implemented at EED UMY from lecturers,

which meant that reward and punishment were still meaningful for them. It was also
 25

because they still actively attending classes. The consideration of having four

participants for this study was as Khan (2014) argued that in a qualitative research,

the quality was the most important thing, not the quantity. That means having four

participants would be considered sufficient to obtain data for this study. Moreover,

there was no rule for the size of sample in qualitative research (Cohen et al., 2011),

and it was typical for a qualitative research to study a few individuals because the

objective of qualitative research was to present deep and reach data of information

provided by individuals.

The study used purposive sampling technique to select the participants. It is

a way of selecting people as participants who are best to give information about a

specific phenomenon (Cohen et al., 2011). Based on this studys case about the

effect of reward and punishment, this study selected characterized participants in

order to provide specific and useful information. The participants for this study were

students that had ever received reward and punishment. Based on the researchers

experience, EED UMY lecturers would give reward in a form of a good comment

(compliment) to students who performed well in an assignment or assessment, and

punishment in form of considered absent to students who came late. Thus, the

sampling looked for students who ever had received good comment in an

assignment or assessment, and were ever considered absent because they were late

to attend a class. The researcher looked for the participants with those specific

conditions by asking them whether they ever had received a reward and a

punishment or not at EED UMY. During this study running, the participants were

also allowed if they wanted to withdraw their participation in this study.

 26

Data Collection

The researcher finished the data collection of this study through conducting

interview with the participants. Interview provides an access into participants head

to measure what they know, like, dislike and think (Tuckman in Cohen et al., 2011).

Interview is useful for qualitative research in gathering facts, accessing beliefs,

identifying feeling and motives, commenting on some standards, exploring behavior

and eliciting reasons and explanation (Silverman in Cohen et al., 2011).

The researcher had four interviews with one participant for each interview.

The interviews were semi-structured interviews. Those were to follow participants

direction of their response during the interview process, though the researcher had

guideline to keep the interviews in track. The interviews with the participants were

led in one-on-one interview and were done at a still place to give the participants a

privacy, so that the participants could share their opinions and their ideas

comfortably. For the duration, the interview took 17 minutes for Participant 1, 12

minutes for Participant 2, 13 minutes for Participant 3 and 12 minutes Participant 4.

Their interviews were recorded as well because later, the recorded interviews would

help the researcher to transcribe the interview.

Instrument of the Study

To support the interviews with participants, researcher had interview

guidelines as an instrument of this study. The interview guidelines consisted of ten

main questions, which five questions were about reward, and five more questions

were about punishment. Because the interviews were filed and were converted into

transcript presently, the researcher also used an audio recording tool, which was a

cellphone, to record the interview process.

 27

Data Analysis

As data collection method of this study used audio-recorded interviews, the

recordings of the interview were converted into transcripts. In the transcript, the

names of the participant were pseudonymous. The transcript was then analyzed by

using three types of coding. The first type was open coding, which was labeling the

text of script; the second type was axial coding, which was grouping the labeled text

of the open codes whose references were similar in meaning; and the last type was

selective coding, which was identifying the core categories of axial coding, and

integrating them to form a theory for the result of this study (Cohen et al., 2011).
 1

Chapter Four

Finding and Discussion

This chapter presents analysis of collected data in order to answer the

research question oh this study. The data were gathered through interview with the

participants of this study. In here, the students perception of the effect of reward

and punishment implemented at EED UMY is elaborated into some findings and the

discussion.

As introductory question, the researcher asked the participants about the

kinds of reward and punishment implemented at EED UMY. The rewards

implemented at EED UMY are in form of gift, praise, extra points and chance to

participate in the class. Meanwhile, the punishments are given in various forms;

first, students are not allowed to sign the attendance list or considered-absent if they

come late; second, the late comers might not be able to enter the class as the class is

locked, and they will stay outside and missed the class; third, students will get point

deduction of the gained score if they are late to submit an assignment.

Students Perception on the Effect of Reward

In this study, the researcher found the effect of reward implemented at EED

UMY toward student. The researcher also found the students are aware of those

kinds of reward. The rewards are gift, praise and extra points. Participants also

reported that chance to speak, discuss and more opportunity to talk in the discussion

in the class are a form of rewards.

From those kinds of reward, the participants explained about the effect of

reward that they have received toward student. These following findings will
 2

elaborate the students perception on the effect of reward implemented at EED

UMY.

The effect of reward on student motivation. From the participants

perception, this study has found that student motivation can be affected by reward.

The effect of reward on student motivation can be seen in these following findings.

Rewards increase student motivation to learn and to work harder. Level

of student motivation is influenced by external reinforcement or reward (Matera,

2010). In that case, it means that reward can affect student motivation. This can also

be seen from the participants statement below.

Rewards give me a big motivation in learning. (P1.13)

When Participant 1 received a reward, he perceived it as a big motivation in

learning. This means his motivation to learn will increase after he received a reward.

In other interviews, Participant 2 and Participant 3 turned out to make a same point:

Reward boosts me to learn more enthusiastically. (P2.10)

Reward builds up my motivation, and makes me learn more enthusiastically.

(P3.12)

They both explicitly said they were more motivated to learn after given a

reward. Their motivation increased, and they were more enthusiastic to learn

because they have received a reward.

From another experience, Participant 4 once received an extra point for answering

lecturer question, and she told that:

Extra point makes me more contended to read and write, and it improve my

skill. (P4.6)
 3

From that experience, the researcher noticed that Participant 4 become more

diligent to read and write after receiving a reward in the form of extra point. The

motivation of Participant 4 to learn and work hard had been increasing since she

received a reward. In further effect, it had her skills of reading and writing

improved.

In addition, the participants also said that a reward in form of praise would make

students contended and motivated. It is seen in the following quotations:

A praise from lecturers made me motivated to work hard and do better, or

at least the same with what I did. (P1.14)

Appreciation [praise] from the lecturer for my performance made me

motivated. (P2.12)

To be told that I have an improvement by lecturers makes me more

enthusiastic to learn. (P4.11)

Reward in form of verbal or praise made them motivated to learn and to

work hard. Students performances that were praised (rewarded) have a good effect

for them. They became more enthusiastic to learn and to work hard since they

received a praise from lecturers. This praise is considered as a reward by the

students.

Based on the analysis of this finding, the researcher found that reward could

increase EED UMY student motivation. They got more enthusiastic to learn and to

work hard after receiving a reward. This is in line with Moberly et al. (2005) who

said that reward that is given makes students motivated to learn, as they will be

motivated to work hard. Additionally, Ilegbusi points (2013) that teacher that
 4

encouraged a warm praise for students works will increase their motivations.

Therefore, rewards delivered from lecturers to students can make student motivated

to learn and to work hard.

Rewards increase students interest in a particular subject. Rewards can

change the interest of an activity, which is originally disliked, becomes enjoyed

(Ilegbusi, 2013). That means students interest to a subject can change or increase

because of reward. In this case, the researcher found the similar statement from a

participant.

Participant 3 told the researcher that:

Praises from a lecturer made us [students] love more the lecturers

learning [class]. (P3.6)

From the statement, the researcher found that students of EED UMY turned

to enjoy the subject or class that gave them more reward. The reward that has been

particularly mentioned by the participants is reward in form of verbal

acknowledgement like praises. This point is coherent with Ilegbusi (2009) who

stated that students who derived satisfaction from a learning activity were motivated

toward additional learning. Related to reward what Ilegbusi means is a student that

is given a reward, which is favorable, in a particular class or particular subject

matter would love to spend more hours to learn deeper in that class, and it is seen

from the statement of Participant 3. Therefore, rewards, which have increased

student motivation at first, will also increase students interest in a particular subject.

The effect of reward on students behavior. Based on the participants

explanation, rewards that they have received for their good performance affect their

behavior. The participants have explained it as elaborated in this following finding.

 5

Rewards motivate students to repeat their good performance. Students who

are given a reward for their action are likely to repeat the action (Chen, 2011). The

frequency of a behavior will increase when it is treated with a reward. The similar

situation is found in the participants perception about reward.

Participant 1 said that:

Rewards are addictive when we received them (P1.13)

Similarly, Participant 4 who ever had received an extra point for answering a

lecturers question also said that:

Given the reward [extra point] made me wanted to do that [answer

lecturers question] again. (P4.5)

From their statements, the researcher noticed that students who have

received a reward would repeat their performance in order to get the reward.

Participant 1 explicitly said that rewards are addictive for students. Students who

have received a reward will try to repeat his performance in order get the reward

again. Participant 4 explained that she wanted to answer lecturers questions in other

chances since she received a reward for that. This finding is coherent with Chen

(2011) who said that the frequency of the behavior could increase after reward is

given. Students that get a reward are very possible to repeat their well behavior or

action again in the future in order to get the reward.

From all the findings about reward above, the researcher found a point that

student motivation can increases after the students received a reward. Reward

actually gives pleasure to the receivers. Students who received a reward will be

motivated to learn and work hard, and they will be more interested to the learning.

After getting motivated and interested, they will attempt to repeat their rewarded
 6

behavior or performance in order to get more rewards. Therefore, the effect of

reward on student motivation is positive in which it can increase student motivation.

Students Perception on the Effect of Punishment

From the data, the researcher found some effects of punishment on student

motivation from EED UMY students perception, and the researcher also found

there are at least three kinds of punishment existing at EED UMY. First, students are

considered absent if they come late to the class. Each class usually give a tolerance

of lateness up to 15 minutes. Second, students possibly can be locked outside the

class as well if they come late to the class. Third, students will get score deduction if

they are late to submit assignments. For example, some lecturers deduce 5% of

gained score if students are late in submission by one day, and zero score for one

week.

Those kinds of punishment have various effects toward student, especially

dealing with student motivation. The effects of punishment implemented at EED

UMY toward student motivation are detailed in these following analyses.

The effect of punishment on student motivation. According to the

interview with the participants, this study actually found many effects of punishment

on student motivation. The following findings are what the participants perceive

about the effect of punishment on their motivation.

Punishments increase student motivation in learning. Moberly et al.

(2005) said that teachers using discipline for inappropriate behavior could affect

student motivation positively. Punishment implementations effect in increasing

student motivation is possible to happen. This following finding shows the similar

perception.
 7

Participant 1 perceived that punishment has the same effect as reward has:

Just like reward perhaps, punishment motivate us to do better. (P1.26),

Participant 2 also explained that punishment increase motivation as she said:

Punishment increases my motivation in order to prove that I avenge my

fault by showing that I could. (P2.29)

Similarly, Participant 4 clearly said:

Punishment can increase motivation. (P4.24)

For some students, punishment may cause anger and embarrassment, but the

participants perception leads to a point in which punishment can motivate them, or

increase their motivation. Those perceptions are in line with Matera (2010) who said

that punishment affects strengthening the motive (motivation) of students to learn or

to work hard. Students that have received a punishment are motivated by that

punishment, and will give extra efforts to show better performance.

Punishments decrease student motivation. There are some controversies

regarding with the effect of punishment on student motivation (Ilegbusi, 2013).

Beside the positive effects, the researcher noticed a finding that punishment does not

have significant effect on student motivation. This can be seen from this finding.

Participant 1 said his most frightening punishment and its effect, which was:

Having lecturer too sensitive on me makes me demotivated and later,

keeping distance with the lecturer. (P1.22)

Participant 2 talked about his perception after punished of locked outside the class

because for coming late:

 8

Punishment [locked outside] got me depressed, tired of punishing lecturer,

upset and fretful. (P2.26)

The effects of punishment declared by the participants above were negative.

Participant 1 got demotivated when a lecturer is sensitive to him, and later, that

would make him keeping distance with the lecturer. Participant 2 who have

experienced to be locked outside the class perceived that kind of punishment was

unfair (P2.27). That punishment make Participant 2 depressed, tired of learning,

upset and fretful. Their statements are in line with Philpot in Matera (2010) who

explained that the punishment handed out to the students will drive them to become

demotivated, disinterested or emotionally detached from the person, assignment, or

even the environment, and Kohn in Moberly et al. (2005) who said that punishment

can lead to children feeling anger. Therefore, students can fell demotivated,

depressed, upset, and tired of learning after receiving a punishment as some EED

UMY students feel.

Punishments do not have significant effect on student motivation. As

previously mentioned, punishments may have positive or negative effect on student.

Implementing a punishment needs a careful consideration, and this make some

teachers hard to decide. Ilegbusi (2013) stated that it is difficult to use punishment

effectively to motivate students. That means punishment is ineffective to increase

student motivation. In this study, a participant actually perceives the same way about

that.

Participant 3 said,

Punishments do not affect my motivation. It depends on my intrinsic

motivation. (P3.28).
 9

From the perception of Participant 3, the researcher noticed that sometimes,

punishments do not significantly influence student motivation. Participant 3 stated

that his motivation was not affected by punishment because his intrinsic motivation

to learn can be wobbled by punishment. That is related to Ilegbusi (2013) who stated

that the use of punishment as a form of motivation generally is less effective.

Therefore, student motivation actually cannot be affected by punishment in a

condition where motivation to learn is intrinsic.

The effect of punishment on students behavior. According the

participants perception, it could be inferred that punishments affect students

behavior after the students get punished. The participants perception about that can

be seen in the following explanation.

Students will not repeat their mistake after they received punishment.

Punishment itself is positively able to eliminate wrong response (behavior or action)

and speed up learning as a common-sense that someone will not continue to do what

was punished (Ilegbusi, 2013). It shows that punishments make students not to

repeat punished behavior or action. The researcher found this issue at EED UMY

Participant 1 and Participant 2 said that:

Punishments encourage me in order not to repeat the punished action.

(P1.24)

After punished, I did not repeat the mistake. (P3.22)

Additionally, Participant 4 gave detailed explanations:

Punishment in form of disallowed to sign [in attendance list] motivates me

to come on time or in time if possible. (P4.22)

 10

Points deduction motivates me so that I always pay attention to lecturers

instructions. (P4.23)

From the statements above, it can be seen that punishments make the

receivers learn not to repeat their mistakes. Participant 1 explained that he would not

repeat his punished action as Participant 3 said he did not repeat his mistake after

receiving punishment. Participant 4 was also motivated not to repeat her faults,

which she will be on time to attend class and will pay attention to lecturers

explanation next time. This is in line with Holth (2005) who stated that punishment

will decrease the frequency of behavior as aversive stimulus to the behavior. If

reward is stimulus that increase the frequency of behavior, punishment is aversive

stimulus that decrease the frequency of behavior.

From all the findings about punishment above, the researcher found that

punishment has good and bad effect on EED UMY student motivation. Students can

be motivated after punished because they are aware that punishment is like reward,

which is implied to motivate them to learn and work harder. It also has students not

repeating their fault. In other case, punishment turned out to be ineffective even bad

for student motivation. There are some students in which their motivation to learn

cannot be affected by punishment while other students get demotivated after

receiving punishment. Those findings show that punishment has various effect for

EED UMY student motivation.

 1

Chapter Five

Conclusion and Recommendation

This chapter shows the final result of this study after data collecting and

analysis. The result presents conclusion and recommendation of this study. This

chapter will expose students perception on the effect of reward and punishment

implemented at EED UMY toward student motivation.

Conclusion

The conclusion of this study is to see whether or not the research question of

this study has been answered from the findings. The research question is what is

students perception on the effect of reward and punishment implemented at EED

UMY toward student motivation? For the conclusion, this study has summarized all

the findings to know the effect of reward and punishment implemented at EED

UMY toward student motivation from the students perception. The effect of reward

on student is positive, while it does not occur to punishment, which has various

effects.

From the participants perception, Rewards shows that motivation of EED

UMY students increases. Rewards in form of both tangible (i.e. chocolate) or

intangible (e.g. praise, agreement, chance to share idea, extra point and appreciation)

have same effect on students. Rewards influence student motivation in several ways.

First, students of EED UMY are motivated to learn more enthusiastically and to

work harder after they are given a reward. If students performance are rewarded,

they will be effortful do better. A reward in form of praise from lecturers even will

lift up students learning motivation. Second, rewards can increase students interest

in a subject. When in a class, students are rewarded, they will be more excited to
 2

learn more in that class, and they will enjoy spend more hours in that class again.

Last, students will repeat their action or performance when they received a reward

for doing so. By appreciating their students behavior or action, which are pleasing,

lecturers will make students want to do those behavior or action again in other

chances like wanting to answer lecturers question after receiving a reward for that.

Reward has proved that it can increase student motivation in learning by EED UMY

student motivation increasing affected by reward.

Regarding with the effect of punishment on student motivation, this study

found that punishments have various effects toward EED UMY student motivation.

First, just like rewards, punishment increase student motivation to learn and work

hard. When students are punished by a lecturer, they are triggered to do or perform

better in order to prove to the lecturer that they could do well. Second, punishments

make students not repeating their punished action or behavior. Students try to come

on time after considered absent in attendance list or locked outside the class, and

they will pay more attention to lecturers after getting point reduced. Third,

punishments turned out to be not significantly influential toward student motivation

in learning. For some EED UMY students, even though they are punished, the

students do not look influenced by the punishment because the students intrinsic

motivation still take the lead. Last, punishments can decrease student motivation,

though it can increase student motivation as well. When receiving a punishment,

EED UMY students sometimes feel unfair with the punishment and instead, it

makes them depressed, tired of learning and upset.

In conclusion, this study can state that students perceive reward can increase

student motivation while punishment can increase either or decrease student

 3

motivation. Student of EED UMY can be motivated to learn and work hard by

reward or punishment. EED UMY students will repeat their rewarded action or

behavior, and will not repeat their punished action or behavior. The students are

more interested in learning by reward, and they get depressed, upset and tired of

learning by reward, especially unfair reward. Based on that, this study found that

student motivation can increase by reward and punishment, and decrease by

punishment.

Recommendation

This study also gives some suggestions regarding to students perception on

the effect of reward and punishment implemented at EED UMY toward student

motivation. The suggestions are how those will contribute in the future. In this

following, the suggestions are presented.

For the students. Students of EED UMY are aware that reward and

punishment purposefully implemented to them is only for students own goodness.

Reward means their performance and behavior are excellent, and they should keep it

maintained or improve it. Punishment means that they have made a mistake, and

they should correct it soon and do not repeat it again. Therefore, they have to use

reward and punishment as a motivation for themselves to learn and to work harder.

For the lecturers. Lecturers of EED UMY should implement fair rules and

regulation since there are some students who still feel the rules and the regulation

are not fair for them. The students should be treated fairly and equally to avoid non-

professional relation between student and lecturer. This means the system and the

kinds of reward and punishment should be clearly enacted. If students did a well

action or behavior, give them a reward. If students made a mistake in learning,

 4

correct the mistake. If students did an inappropriate action or behavior, a punishment

appropriately given.

For the institution of EED UMY. EED UMY should develop their system

about rules and regulation. Make some specific clear rules and regulation for

lecturers of what agreement they have to make and apply in their class with their

students. It is for the importance of both students and lecturers in order to create a

comfortable learning environment.

For the next researchers. This study has researched about reward and

punishment, specifically the effect of reward and punishment implemented at EED

UMY toward student motivation. Therefore, the next researchers can conduct the

similar study regarding this topic with a larger population at EED. The next

researchers can research the frequency and the quality of reward and punishment

distributed by lecturers of EED UMY in their class, or conducts a quantitative

research about this topic since this study is qualitative.

 1

References

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Schenk, Encyclopedia of Distance Learning, Second Edition (pp. 153-172).

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Cohen, L., Manion, L., & Morrison, K. (2011). Research Method in Education.

Oxon: Routledge.

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Lai, E. R. (2011). Motivation: A literature review (Person Researchs Report).

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Leung, Y. (1991). Rewards and Punishments in Schools: a study of their

effectiveness as perceived by secondary school students andtheir teachers

(Master Dissertation). Available from ProQuest LLC. (MI No. 48009)

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the Elementary School Student (Doctoral Dissertation). Available from

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Moberly, D. A., Wadder, J. L., & Duff, R. E. (2005). The use of rewards and

punishment in early childhood classrooms. Journal of Early Childhood

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 Appendices 1. Interview Guidlines

Research Question Theory Interview Question

1. What are the effect 1. Extrinsic tangible reward that is given makes students motivated 1. Reward apa yang pernah kamu
of reward and to learn as they will be motivated to work hard if there is reward terima di PBI UMY terutama dari
punishment following (Ilegbusi, 2013) dosen-dosen?
implemented at The formal use of reward in school causes students failed to lain yang pernah kamu terima?
PBI UMY towards develop their interinsic motivation or self-managed motivation 2. Bagaimana perasaan kamu saat
student motivation (Horner et al., 2009), and a reward can be manipulative to cause
in learning? diberi reward?
intrinsic motivation to decline (Moberly et al., 2005).
3. Reward apa yang paling kamu
A teacher that used a warm approach and encouraged students suka?
with warm praises in his class could motivate students to high
marks, and it even continued when the teacher was away 4. Apa makna reward itu sendiri buat
(Ilegbusi (2013). kamu?
5. Bagaimana pengaruh reward atau
penghargaan terhadap motivasi
kamu?
2. Punishment itself is positively able to eliminate wrong response
(behavior or action) and speed up learning, and later, strengthen
the motive (motivation) to learn or to do works of students 6. Punishment/hukuman apa yang
(Ilegbusi, 2013). pernah kamu terima di PBI UMY
terutama dari dosen-dosen?
The conditioning of fear of punishment is the primary
consideration causing that removal of the punished response 6.1 Selain itu apa ada punishment
(Ilegbusi, 2013). lain yang pernah kamu terima?
Students might be motivated to high marks in the class, but 7. Bagaimana perasaan kamu saat
students motivated by fear of punishment will stop work as soon diberi Punishment/hukuman?
as the teacher left the class (Ilegbusi, 2013) 7.1 Kenapa kamu merasa

1
 kesal/malu/senang/biasa saja?
8. Punishment/hukuman apa yang
paling kamu tidak suka atau takuti?
8.1 Kenapa punishment itu yang
paling kamu tidak suka/hindari?
9. Apa makna Punishment/hukuman
buat kamu?
10. Bagaimana pengaruh
Punishment/hukuman terhadap
motivasi kamu?
10.1 Kenapa punishment bisa
meningkatkan/menurunkan/tidak
bepengaruh terhadap motivasi
kamu?

2
 Appendices 2. Selective Coding

What is students perception on the effect of reward and punishment implemented at EED UMY on student motivation?

Statement Finding

P1.13 Reward itu sifatnya adiktif saat menerimanya, dan memberikan motivasi Rewards increase student motivation to learn
yang besar dalam belajar. and to work hard

P1.14 Pujian dosen membuat aku bersemangat untuk berusaha lebih keras dan
melakukan yang lebih baik atau setidaknya sama dengan sebelumnya.

P2.10 Reward mendorong saya lebih bersemangat dalam belajar.

P2.11 Reward lumayan memotivasi.

P2.12 Apresiasi dosen atas performaku membuat membuat aku lebih bersemangat.

P3.12 Reward membangun motivasi saya dan membuat saya lebih bersemangat
dalam belajar.

P4.6 Poin tambahan membuatku makin senang membaca dan menulis dan itu
meningkatkan kemampuanku.

P4.11 Dibilang ada kenaikan (pujian) oleh dosen membuat ku lebih giat belajar.

3
 What is students perception on the effect of reward and punishment implemented at EED UMY on student motivation?

Statement Finding

P3.6 Pujian dosen mengangkat semangat kita dan membuat kita lebih senang sama Rewards motivate students toward additional
pelajaran dosen tersebut. learning

P4.5 Diberi reward membuat aku semangat belajar dan mengulangi tindakan (P4.3 Rewards motivate students to redo their well
Dapat poin tambahan saat jawab pertanyaan dosen.) tersebut. action

P1.13 Reward itu sifatnya adiktif saat menerimanya

P3.13 Reward memacu kita untuk melakukan yang lebih lagi karena mungkin
nanti akan diberi lagi, tapi tujuannya bukan cuma untuk pujian semata.

P1.26 Sama kaya reward mungkin, secara gak langsung mendorong kita Punishments increase student motivation in
melakukan hal lebih baik lagi. learning

P2.29 Punishment meningkatkan motivasi untuk ngebuktiin kalo saya membalas

kesalahan saya dengan menunjukan saya bisa.

P4.24 Punishment bisa meningkatkan memotivasi.

4
 What is students perception on the effect of reward and punishment implemented at EED UMY on student motivation?

Statement Finding

P1.22 Dibaperin dosen membuat aku demotivated, terus jadi jaga jarak dengan Punishments demotivate student motivation.
dosen tersebut.

P2.26 Dihukum bikin down, males, kesel dan mankel.

P3.28 Punishment tidak mempengaruhi motivasi saya karena itu tergantung Punishments do not have significant effect
motivasi dari dalam diri saya sendiri. on student motivation

P1.24 Punishment memotivasi aku agar gak ngulangin tindakan itu lagi. Punishments motivate students not to redo

P4.22 Punishment gak boleh tanda tangan memotivasi aku buat on time kalo bisa the mistake

in time.

P3.22 Setelah dihukum saya berubah jadi nggak ngulangin kesalahan.

P4.23 Pengurangan nilai memotivasi aku buat selalu memperhatikan instruksi

dosen.