Thesis
CHAPTER 1
The Problem and its Background
Introduction
If you could improve performance, increase student morale an develop self esteem of a student, would you?
According to B.F Skinner, behavior is a function of its consequences. The learner will repeat the desired behavior if positive reinforcement follows the behavior.
Skinner said, “When someone behaves in a way we find reinforcing, we make him more likely to do so again by praising or commending him. We attest to the value of the person’s behavior by patting on the back, or saying good or right or giving him a token of our esteem such as prize, honor or award.”
Guthrie assume that learning depends on action an organism must do, it is to learn. Once the student performed the required response, the teacher must present the student a reward, which will capture his or her attention that the student will eventually further improve his or her performance. For example, when students do exceptionally ell in class, he or she will earn medal or a star. Another, the student will be more motivated if his or her teacher will say “good job” or “very great answer” for every correct answer and good performance.
The researcher believes that rewards have something to do with learning and we assume that motivation is important to the learner. A reward must be something desirable; without the desire, there can be no reward (Tria, 1998)
Since the researchers have mentioned the concept of positive reinforcement issue, let us specify its aspects.
We have the tangible and intangible reinforcement. The tangible reinforcement, then are medal, a star, certificate of recognition, tokens and other desirable things. On the other hand, e has the intangible reinforcement that means verbal phrase or intrinsic reward.
Although there is positive reinforcement in school, the question is its level of implementation. If