The Relationship between English Teacher’s Praise and English Learning Achievement of The Tenth Grade of SMK Negeri 9 Samarinda

Reinforcement is one of the strategies in classroom management, which is familiar among teachers. One of the types of reinforcement in social reinforcement is praise. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational. The design of this study was correlation design. The research participant was the tenth grade students of SMK Negeri 9 Samarinda. The purposes of this study are to find out how is relationship between the teacher’s praise and the English learning achievement tenth grade of SMK Negeri 9 Samarinda and is there any significant relationship between English teacher’s praise and English learning achievement. The researcher conducted observation for a month, distributed questionnaires and collected the result of achievement test from the teacher, as the instruments of this study. Then the collected data were analyzed in order to find out the manifestation of reinforcement applied by the teacher. After analyzing the data gained through the observation, the researcher found out that English teacher praise significantly correlate with the English learning achievement of tenth grade SMK Negeri 9 Samarinda (rvalue: 0,442 > r-table: 0,334). From the questionnaire, it was found that the students showed positive response or opinion toward the implementation of reinforcement in their class for example teacher praises immediately, frequently, enthusiastically, by using eye contact, uses many kinds of word praise and explains the reason why he praises students.


INTRODUCTION
As a teacher to be, the researcher knows that teaching and learning process involves the teachers and the students as main part of teaching and learning activities.Teacher can suggest many techniques, which deal with classroom activities to provide an advance organizer for teaching students systematically.
In order to achieve the learning goals, those techniques become one factor, which need to be considered in order to gain or maintain students' cooperation.
One of the greatest frustrations mentioned by many teachers for many years is that their students are often not motivated to learn.Teachers quickly come to recognize the warning signs of poor motivation in their  According to (Atherton, 2003), the theory proposes by B. F. Skinner emphasizes the changes in behavior as the results of an individual's response to events (stimuli) that occur in the environment.And this stimulus response theory is the key element of reinforcement.
The psychologists state that reinforcement refers to anything stimulus, which strengthens or increases the probability of a specific response (Heffner, 2001).In another word, reinforcement deals with behaviors, which need to be strengthen where the results will show an increase of occurs in the frequency of desired behavior.
Reinforcement is divided into two types, namely positive reinforcement and negative reinforcement.(Zanden, 1984) shares psychologist definition to the terms of positive and negative reinforcer: "A stimulus whose 'presenttation' leads to increase in strength of a response is said as positive reinforcer (for example: adding praise will increase the chances of a child cleaning his/her room).And one in which the 'removal' of the stimulus leads to an increase in strength of a response is a negative reinforcer (imagine your sister hits your face every morning to wake you up six, and you finally cam wake up before six, then the 'hit' stops)." Relating to the definitions given, there is wrong assumption that appears in teacher and students' mind.They regard the negative reinforcer is similar with punishment.
Meanwhile, what is meant by punishment is totally different with negative reinforcement.

Process of Reinforcement
In the classroom setting, teacher takes charge of his own classroom and applies in the reinforcement so that the students maintain the desired behaviors in order to engage in learning activities.(Atherton, 2003)  According to (Hitz, 1989)research on the use of teacher praise in the classroom, effective praise was thought to occur when the teacher positively acknowledged students' work.Furthermore, (Thomas, 1991) referred to praise as positive reinforcement, with consistent praise thought to encourage desirable behavior, while extinguishing undesirable behavior.
Many teachers attempt to use praise as a form of positive reinforcement in order to motivate students to achieve and behave in positive ways.However, as (Brophy, 1988) points out, trying to use praise as a systematic reinforce in a classroom setting is impractical.
Even if teachers were able to praise frequently and systematically, say once every 5 minutes, the average student would still be praised less than once every 2 hours.Praise is most effective when it is: Immediately delivered, given frequently, given enthusiastically, the teacher look at the child, the teacher describes the behavior, and a variety of praise statements are used.(Loveless, 1996) The relationship of Teacher's reinforcement and class participation Teacher's reinforcement for students is namely to foster self-esteem, autonomy, selfreliance, achievement, and motivation for learning.Most teachers praise students in order to enhance progress toward these goals.Some praise statement may have the potential to increase confidence in themselves.In a study of second graders in science classroom, (Rowe, 1974) found that "praise increased students' confidence in their answers and improve number of verbal responses they offered".The students exhibited many characteristics indicative of high self, such as responding in clear tones and showing much of persistence or desire to keep trying.In addition, students frequently have a confidence to do interaction with teachers.
In a series of six studies of subjects ranging in age from third grade to adult, (Meyer, 1979) found that under some conditions, praise led recipients to have high expectations of success at difficult tasks, which in turn increase the persistence and performance intensity at the task.It seems that certain kinds of praise may set up even the less capable students for success.

FINDINGS AND DISCUSSION
In pre-research on 17December until 24 December 2013 for about 2 meetings, the researcher knew that students were unable and (Meeting 1): The teacher reinforced the student immediately after answer the question by saying "that's right you can answer my question well" or "you are good" for those who could answer correctly put little effort into homework and class work assignments, slump in their seats and fail to participate in class discussion, or even become confrontational toward the teacher when asked about an assignment.So in the classroom, when teacher conducts the teaching and learning, she/he deals with students to replace uncooperative behavior to cooperative behavior.But the reality is that teacher in his/her class finds differences among students' behavior.Some of them probably cooperate with the process of teaching and learning, while the others show disruptive behavior which might interrupt the process of teaching and learning.The same frustrations also annoyed the researcher at the early days of conducting teaching practicum as the part of Mulawarman University's academic requirement.The researcher was placed at SMK Negeri 9 Samarinda to run the teaching practicum.The researcher did an observation of the classeswhere the researcher would teach before starting to handle it by the researcher's own.Some warnings about the students of the class came from the school principal and teachers, which judged that the researcher was so "lucky" to have the most disruptive and unmotivated class ever.
Otherwise, simply remind the student what behavior you are looking for.Then when the student performs the desired behavior, use praise and other forms of reinforcement.Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior.Praise can function as a tool for instruction and for increasing social and academic behaviors.To be effective, the student must view the attention provided through praise as pleasurable or motivational, as according to Brophy (1998) "Praise can be used to build positive relationships with students and assist in creating a supportive classroom environment".
Many teachers have used token or another program as a kind of reinforcement for increasing motivation of students in assignment completion.When a teacher promises an award if the student will complete an assignment or when a teacher promises a prize acknowledge a Vol 3. No. 1, June 2017 ISSN : 2541-6421 successful performance, she or he introduces reinforcement into learning environment.Teacher's reinforcement such as token or reward procedures significantly increased assignment completion.An experimental study illustrated that high rates of academic completion could be generated and maintained, and that when points and fines were no longer contigent, completion responding decreased.The reapplication of token contigencies increased completion again.(Burnett., 2002) The relationship of teacher's reinforcement and student's attitudeThe best behavior management is good instruction.Teacher's good instruction, and a good instruction fit are reinforcing students who are engaged in the lesson, so they are motivated to learn and they feel good about their involvement and success with the tasks.Additionally, students who are engaged in the lesson are not focusing their energy on misbehaving.Building in reinforcement strategies to address specific behaviors or to mortivate students can be a simple and effective way to re-energize class.The relationship of teacher reinforcement and student's behavior Many positive educational outcomes can be framed in terms of desirable behavior.Teacher consider behaviors such as attending school regularly and promptly, being actively engaged during classroom lessons, showing respect for others, making good grades, and graduating from school as desirable ways to 58 behave.Because educators value these ways of behaving and because they would like to see students engage in these ways of behaving more frequently, they find merit in classroom management practices, the most popular and the most effective of which involves the strategic use of positive reinforcers, negative reinforcers, and extrinsic rewards (Atherton, 2003) METHOD This study is intended to find out whether the implementation of praise significantly correlate to English learning achievement X-Pembibitan students of SMK Negeri 9 Samarinda, as well as the response and opinion of the students about the implementation of praise in their class.The main design of this study was quantitative correlation.In this study, the variables were English teacher's praise and English learning achievement.The population of this study was the students of X-Pembibitan of SMK Negeri 9 Samarinda.The instruments to collect data were achievement test and questionnaire.The data of the study were on the students' score and result of questionnaire.The students' score are related to their result on questionnaire.To know the relationship of both research variables, the data was analyzed using Product Moment Correlation formula.
the lesson.Furthermore, they were disrespectful to the teacher, being such an annoyance to their friends, inattentive toward the lesson.They were also often disobeyed the school or class regulation.The teacher regularly assigned the students with various tasks which should be submitted.Previously, there were only few students to submit the assignments.The number of students who submitted the assignment changed in each meeting, depended on the level of difficulty of the assignment.The students tended to do easy tasks only, and left the difficult ones.They also liked to cheat on their friends' work so that they could submit their assignments easily.The students were quite disruptive in the class.They came in and out of the class, walked here and there inside the class, talking out loud to their friends, etc, as they wish.They were obviously disrespectful toward their teachers and school regulations.They were also disrespectful to their friends who tried to get involved during the lessons.The students showed low attitudes during pre-research period.They were unwilling to receive feedback from the teacher regarding the lessons being taught, they were unwilling to cooperate well with their friends, and they showed no respect toward their friends' opinion or effort regarding the lesson.In observation, the researcher used observation guide with checklist technique to measure English teacher's praise.There were 6 indicators to measure such as praises immediately, frequently, enthusiastically, eye contact, variety of praise and describe behavior.There were 1 indicator that always arises in observation period such as teacher used variety of words praise when they did the task well, answered the questions, got good score and when they behave well.In observation period, the researcher found the students changed in class participation, Assignments Completion, Student's Behavior and Student's Attitude.The students competed each other to participate in every activities held by the teacher as they wanted to get praise as many as possible.The situation of the class often got crowded as the students tried to attract the teacher to pick them up to do something, such as answering questions, reading passages, translating words or sentences, etc.