TITLE: CAN THE USE OF POSITIVE REINFORCEMENT ENHANCE STUDENTS MOTIVATION IN LEARNING ENGLISH?

RAJENDRAN A/L GOVINDASAMY

SK BANDAR BANTING PERSIARAN MAJLIS ,JALAN SULTAN ALAM SHAH, 42700 BANTING SELANGOR. SELANGOR DARUL EHSAN (TEL: 03-31876866) 2012

Acknowledgements
The author would like to thank Puan Habsah binti Ismail for assistance in conducting in conducting this action research and the following reviewers for their helpful comments and suggestions on an earlier draft of this paper: Puan Saleha and Puan Wahida .

CONTENTS abstract Acknowledgement contents Introducton 1.0 Literature review 2.0 Problem statement 3.0 participants 4.0 method 5.0 Procedure 6.0 observation 7.0 Reflection/ suggestions Reference Appendix

ABSTRACT
The study investigated whether the use of positive reinforcement enhance the students motivations in learning English. The participants were from SK Bandar Banting primary school pupils. A total of 21 2USM class pupils have participated in this meaningful study. In this study I made an attempt to prove that positive reinforcement does play crucial role in the process of learning the English language. Conducting the research, I managed to demonstrate that the pupils were able participate in all the classroom activities through positive reinforcement. Before the study, I learnt that they had no intrinsic motivation to learn English. It is because they found it difficult to learn English as English is their second language. Hence, there is one question that came to my mind: What should teachers do to arouse students motivation in learning English? By so doing, the undesirable behavior of the students can be avoided. After the use of positive reinforcement, the pupils did put their effort in order to accomplish their task in the classroom presumably. It was indeed interesting to learn that 16 students were able to perform their task exceptionally well through this positive reinforcement approach. However, I had to make some amendments to my teaching materials so that the remaining 5 pupils would able to complete task that I gave them. Therefore every teacher must give substance to this adaptable positive reinforcement.

INTRODUCTION
There are 21 pupils in my class named 2USM. The pupils in my class find that it is rather difficult to learn English as English is their second language. Through my teaching ,I begin to realize that they may not have the intrinsic motivation to learn English. It might be because of some teachers who pay increasingly greater attention to undesirable behavior and less attention to desirable behavior. The punishment of the students causes undesirable behavior to cease in the short run but it occurs in the long run frequently. Therefore, a question comes to my mind: What should teachers do to arouse the pupils motivation in learning English? At the same time, undesirable behavior can then be avoided. As a result, I make an attempt to use of this action research . In the process of making the delivery of the lesson more meaningful, Kurt Lewin (1946) suggested four important processes for the spiral investigation approach : (1) planning for improvement , (2)carrying out the plan, (3) observing the effects of (2) the plan and (4) making the professional reflection for further planning. According to Skinner (1968), positive reinforcement means that the frequency of desired behavior increases because it is followed by a stimulus like a reward.

1.0 LITERATURE REVIEW

As we all Know, teachers' main concern is to help the students attain their optimum level of performance in all content areas of learning. Teachers can only achieve this goal when they are able to manage the students' behavior in the classroom. Behavior management is also needed to effectively deliver the lessons to ensure that each individual learner in the classroom is learning. Danielson stated that (2007), "a teacher's skill in managing student behavior can only be observed in the classroom" (p.73). Thus, teachers should be equipped with techniques on how to manage the students' behavior to ensure that students are performing successfully in school. Maag, J.W. (2001) stated that Managing students challenging behaviors effectively will continue to be a frustrating endeavor until teachers view misbehavior as an opportunity for increasing positive social interaction rather than being something to be punished(p.182). Educators need to plan a strategy that is positively proactive in managing the challenging behavior rather than be reactive to the misbehavior. Being proactive always anticipates misbehavior thereby the teacher can be ready to positively address the behavior even before it occurs. Positive reinforcement requires planning for it to be efficient and effective. It is necessary to plan the positive reinforcement strategies in order to maintain a positive classroom environment. Positive classroom environment ensures that individual learners achieve high learning expectation because the students and teachers feel safe and secure in their interaction with each other without the fear of being interrupted by a disrupted behavior.

At the same time, Safe and conducive classroom environment depends on how the teachers can effectively address the students' behavioral issues to ensure that learning is happening for each individual learner. Researchers have found out that positive reinforcement is one of the behavior management strategies that work in helping the students with behavioral disability. Hence,I have given substance to positive reinforcement strategy in my research. The incorporation of the strategy bound to make some changes to the delivery of a lesson.

2.0 PROBLEM STATEMENT

The problem statement of this research is students lack intrinsic motivation in learning English. Many students are unable to master a particular language because they lack intrinsic motivation in learning the language. Hence, attempts have been made to strengthen their intrinsic motivation in order to ensure their effective participation of the students in English class. Those who have no motivation to learn a particular subject would face the difficulties in acquiring the meaningful elements of a language. Therefore, a lesson must be taught according to the level of the students. According to Skinner (1968), positive reinforcement means that the frequency of desired behaviour increases because it is followed by a stimulus like a reward.

3.0 OBJECTIVES
The objectives of the research are :(a) to make sure that pupils have the intrinsic and extrinsic motivation in order to master a language. (b) to enable the pupils to participate in all the meaningful activities actively.

4.0 Method/Participants
In order to gather the required information from the pupils, I have used the quantitative and qualitative method.Besides that, the participants of this action research are SK Bandar Banting students from 2USM class. A total of 21 students have taken part in this research. More importantly, I have learned a lot through the methods that I incorporated.

5.0 PROCEDURE
A questionnaire assessing students motivation in relation to learning English was administered for one week. Students were introduced to the questionnaire materials and were given 10 minutes to complete them. They were informed that there were no correct response and their responses would remain confidential. The class teacher was in the class to answer any questions from the students. I encouraged my target group to raise their hands and answer questions. Undoubtedly, class participation played an important role in making learning English an interesting and happy experience. In each lesson one student was assigned to give marks for those students who answered the questions correctly. For those students who accumulated enough marks would receive

rewards like candies or souvenirs. I would offer frequent praise to students if they answered questions correctly .Praise was such a valuable motivator. In order to encourage some under-achievers, I always said, Good try! despite their wrong answers. There would be a competition if students finished some required tasks on grammar items. Students were divided into two groups. I asked questions from a piece of reading exercise. The one who raised the hand quickly could answer the question. If the answer was correct, his or her group would get marks. I also asked them to come out to dictate some vocabulary items or sentences for revision. Marks would be given to the group who wrote the answers on the blackboard correctly. Small prizes would be given to the group who won.

6.0 OBSERVATION
After the use of some reinforces such as candies, praise and small prizes, I discovered that most students were more interested in learning English. They could really enjoy a happy and rich English learning environment .From class observation, not only the strong students but also some quiet and weak students tried their best to raise their hands more. They even came to the blackboard to make sentences or dictate some words. They were very interested in participating in any class activities. In addition, students were more concentrated in the English lessons. Discipline problems seldom occurred when they were learning English. From some informal interviews, some students asked me whether I could teach them English in the following academic year as they enjoyed having English lessons very much. From the questionnaires done by the end of the term, most of the students were very satisfied with learning in the English lessons.

7.0 REFLECTION AND SUGGESTIONS

After considering the results of my action research, I would like to suggest that positive reinforcement is a must in delivering a lesson especially in primary school. Normally, children would look for rewards after their participation. If we can fulfill their expectation, then there is a possibility for them to take part in all the activities actively. At the same time, the positive reinforcement strategy must be correctly handled. If not our attempts to achieve the objectives will never get succeed.

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References Maag, J.W.(2001).Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools.Exceptional Children 67(2),173-181.

Danielson, Charlotte.(2007).Enhancing Professional Practice: A Framework for Teaching [2nd edition]. Alexandria, Virginia: ASCD

Ganz, Jennifer. (2008).Self-Monitoring Across Age and Ability Levels: Teaching Students to Implement Their Own Positive Behavioral Interventions. Heldref Publication. http://web.ebscohost.com.ezp.waldenulibrary.org

Killu,K.et al.(2006). Behavior Intervention Planning and Implementation of Positive Behavioral Support Plans: An Examination of States' Adherence to Standards for Practice. Journal of Positive Behavior Interventions,8(4),195-200.

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APPENDIX

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