Afrillia Anggreni(1*), Hastini Hastini(2), Erniwati Erniwati(3)
(1) Universiitas Tadulako
(2) Universiitas Tadulako
(3) Universiitas Tadulako
(*) Corresponding Author
DOI : 10.24256/ideas.v7i2.1037


This is qualitative research that applied discourse analysis method. The objectives of this research are to clarify (1) the dominant praise used by the English teachers in the classroom interaction and (2) the function of praise given by the English teachers in the classroom interaction. The informants of this research were two students of English Education Study Program who took Pengenalan Lingkungan Persekolahan Program (PLP).The data were collected by using audio recording and note observation. The results of the research show that (1) the teachers dominantly use okay and good in giving Praise and (2) the functions of the praise are given by both of teachers as: to construct the good communication, to support positive learning behavior, to reward good students conduct and achievement and to express approval, admiration and delight during the teaching-learning process. The result also shows that both of teachers still have limited expression in giving praise.


English Teachers, Praise, Classroom Interaction


Black, S. (1992). In Judicious use of Praise. The Executive Educator, 14(10), 24-27.

Brophy, J.E (1981). Teacher Praise: A functional Analysis. Review of Educational Research.

Connolly,T. (1995). The Well-Managed Classroom: Promoting Students Success Through Social Skill Instruction. Washintong, D.C: ERIC Clearinghouse

Firdaus, F.H. (2015). Teacher’ Praises and Students’ Engagement in EFL Classroom. Vol.3 (2) 28-40. Journal of English and Education.

Harmer, J. (2001).The Practice of English Language Teaching. Pearson Education Limited.

Henderlong, J., and Lepper, M. R. (2002). The effects of praise on children’s

intrinsic motivation: a review and synthesis. Psychol Bull

Hodgman, R. M. (2014) Student Praise in the Modern Classroom: The Use of Praise Notes as a Productive Motivational Tool. Journal of Education and Training. Macrothink Institute

Miles, M.B. & Hubberman, A.M. (1994). Qualitative Data Analysis (Second edition). London: Sage Publication.

Pisacreta, J. (2011) Increasing Teachers’ use of A 1:1Praise-To-Behavior Correction Ratio to Decrease student disruption in general Education Classrooms. Wiley Online Library.

Rahman, F.A. (2016). Tutur Pujian Guru dalam Interaksi Pembelajaran di Kelas. Vol.13. No.1. Lingua.

Article Statistic

Abstract view : 90 times
PDF views : 72 times

The PDF file you selected should load here if your Web browser has a PDF reader plug-in installed (for example, a recent version of Adobe Acrobat Reader).

If you would like more information about how to print, save, and work with PDFs, Highwire Press provides a helpful Frequently Asked Questions about PDFs.

Alternatively, you can download the PDF file directly to your computer, from where it can be opened using a PDF reader. To download the PDF, click the Download link above.

Fullscreen Fullscreen Off

Full Text: PDF

How To Cite This :


  • There are currently no refbacks.

Copyright (c) 2019 IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature