Pre-service English Teachersâ€™ Use of Reinforcement Strategy in Microteaching

Esta Eradima Jonaria; Priyatno Ardi

doi:10.24256/ideas.v8i1.1146

Authors

Esta Eradima Jonaria Sanata Dharma University, Indonesia
Priyatno Ardi Sanata Dharma University, Indonesia http://orcid.org/0000-0002-9523-2060

DOI:

https://doi.org/10.24256/ideas.v8i1.1146

Keywords:

reinforcement strategy, pre-service English teachers, micro teaching class

Abstract

This article investigates the reinforcement strategies used by pre-service English teachers in a microteaching class. The researchers employed a case study. Twenty-two students participated in this research. Observation, interviews, and video recording were used to gather the data. The data were then organized, coded, interpreted. The findings revealed that four types of reinforcement were used by pre-service English teachers in microteaching, namely positive reinforcement (81.93%), negative reinforcement (17%), punishment (3.36%), and extinction (2.94%). Moreover, the pre-service English teachers delivered reinforcement strategy by using warmth and enthusiasm expressions of praise, avoiding the punishment, and using non-variety usage of positive reinforcement. In conclusion, pre-service English teachers mostly used positive reinforcements in their teaching practice. They delivered the reinforcement strategy by using warmth and enthusiasm expressions of praise, avoiding the punishment, and using non-variety usage of positive reinforcement.

Author Biography

Priyatno Ardi, Sanata Dharma University

Lecturer

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