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Forms and Functions of Punishment and Reward in Teaching English as Foreign Language at Young Learner

By : Herkanto

Abstracs

Hukuman(punishment) dan hadiah(Reward) merupakan suatu hal yang biasa digunakan dalam suatu proses belajar, terdapat berbagai jenis hukuman dan hadiah yang tentunya akan memberikan efek baik positif maupun negatif. Jika penggunaan hukuman dan hadiah ini tepat pada tempatnya maka akan memberi efek positif dan jika tdak tepat maka sebaliknya. Tentunya guru dalam penerapan hukuman dan hadiah sudah mengetahui akibat dan hasil yang akan di perolah  dan dalam hal ini kita memokuskan pada  peserta didik sekolah dasar (SD) dan sederajat saja  atau bisa disebut young learner karena hukuman dan hadiah sering kali di terapkan pada masa-masa itulah untuk menimbulkan disiplin yang bagus. Bahasa inggris di Indonesia dianggap sebagai bahasa asing(foreign language)  tentunya dalam proses pembelajaran peserta didik tidak sedikit yang mengalami kesulitan untuk mempelajarinya, dengan demikian hukuman dan hadiah turut berperan dalam suksesnya hasil belajar seperti dikatakan diatas banyak jenis hukuman dan hadian yang dapat memotifasi peserta didik(student’s)  dan dalam hal ini gurulah yang berperanan penting dan lebih mengetahui  hukuman dan hadiah apa yang diberikan pada masing-masing peserta didiknya agar dapat memberi dampak positif bagi peserta didiknya dan sesuian dengan judul diatas kita akan membahas lebih detail pengertian, fungsi, bentuk-bentuk penerapannya dan apa saja yang harus dilakukan untuk mendapat hasil yang baik dengan memberikan hukuman dan hadiah dan masih banyak yang akan kita bahas dalam pembahasan berikutnya.

Key Words : punishment, reward, foreign language, young learner, function, students, detail.  

Introduction

Meaning of punishment

According Daliyo, et al Rule of punishment is essentially human behavior, which is held by official bodies of the authorities, who are forced, must be complied with, and give strict punishment for violators of these rules ( sanctions is fact and sanctions must be felt real to the question).

According John Austin A set of commands, either directly or indirectly from the party in power (teacher or lecturer) to the people who are citizens of an independent political society (student) where the ruling party has the ultimate authority.

according Abdulkadir Muhammad, SH punishment s are all written and unwritten rules that have strict sanctions on violators.

According Prof. Soedkno Mertokusumo whole set of regulations or rules in a life together (classroom), the overall regulation of behavior which apply to a life together (student) which can be forced to implement the sanctions. 

From an understanding of the experts above conclusion can I take the sense of punishment is the last state of that done by a teacher or decentralization and intended to be a positive effect for learners (such as enthusiasm for learning, and so forth.

Penalty function
Basically there are three important functions of punishment contributes greatly to the moral development of children, which is a function restrictive, education and motivation.
1. Restrictive function
Punishment can deter repeat the unwanted behavior in children. If a child ever be punished because he had do one fault or offense, then he will try not fault similar in the future.
2. Function of education
Punishment received by children is an experience for the child who can become good learn. Children  can learn about right and wrong through punishment given to her. It is aware of the child the existence of a rule that is understood and must adhered , who can guide to ensure whether or not an act may be done.
3. Function of motivation
Punishment can strengthen the child's motivation to avoid unwanted behavior. From experience ever acceptanced punishment of children, then children feeling punishment is a less pleasant experience, so the child is determined not to repeat the same mistakes and eventually arises the urge to behave reasonably, that the desired behavior and acceptable by groups.

Forms of punishment and its application in children
Hasibuan, et al (1994) classify the penalties that can apply for fostering the child's behavior into four forms, namely:

A.  Physical punishment, such as pinching, slapping, hitting with the rod.

B.  Sentences with words or phrases that are not fun , such as nagging, threats, criticism, sarcasm,        ridicule.

C.  Physical punishment with an unpleasant stimulus, such as pointing, staring and scowling.

D.  Penalties in the form of unpleasant events, such as standing in front of the class, issued from   class , seated next to the teacher.

Form of punishment in the not at all suitable to be applied to a kindergartner. Teacher must choose the appropriate form of punishment to the nature of the child, and avoid punishment physical. This was stated requisite punishment for children who can become signposts for teachers in its implementation.

                            
Aims to develop a conscience
Punishment should be given to child develop a conscience, so that one day the child can develop from within his own control. Thus the growing age of the child, the more mature he acts so that the specified limits will be decreasing because of the increasing control of the child.

Clearly and with reason.
So that misunderstandings do not occur in children why he was convicted, the teacher should bring three things, namely the one mentioned, state the rule or principle that is violated by the wrong actions, and explain the punishment or bad consequences that will be received by the child because of the violation. For example, Mrs. Mila Master said, "Dona, Riski, and you Bima they are not keep the ball after the game, tomorrow you cant play football again".

Alternatef provide acceptable child.
The purpose of giving punishment in children is to teach kids about what things are can do. A child will be more likely to change their behavior is wrong, that he not only knows what not to do, but also what must done. Therefore if you punish a child, try to explain what you think is appropriate and acceptable behavior in specific situations. For example, Mrs. Dian teacher said, "Jodi, chalk-chalk to write, not tossed so!.

Departing from the complete facts.
Sentenced the teacher before the child must first gather all the facts relating to child behavior problems. The attitude of calm, clear mind as well and object in expression problem is needed. If the teacher using a causal approach in the search and determine why child wrong behaviour , then not only the teacher is in a better position to determine a fair form of punishment for children, but also to understanding motive behavior. Give children the opportunity to tell or expland problems from their point of view. Example, the teacher asked rido to explain to him, the reason why he is often unwilling, if asked to go to front guide her friends read the prayer.

Setting the penalty is as a last resort.
Punishment when it is too often can lower self-esteem, confidence and learning descent of motivation children. For it is better to concentrate efforts on positive reinforcement of positive behavior, rather than a negative emphasis children behavior, by threatening the child with punishment. Of course there should be no penalty imposed, but the methods must be more positive so that the ratio of the amount of often used was about three positive and negative. So use more forms of positive discipline, such as praise and awards, prizes, sample explanation for the reason, allurement and entertainment for children.

Immediately, no delay.
Punishment should be carried out immediately after the error quickly done children. The sentence will be even more effective when children are if done in acts that are not acceptance it. If the punishment will be delayed so that a child can cause forget what he had done so the children do not know why he should be punished. Example, the teacher say yes wait! miss said out later if the storm continues. "

Balance with gifts and constructive encouragement.
A tendency that the more quickly impose penalties of the award to child. The usual way to do this may begin to be abandoned, then try for strengthen and develop behaviors that were acceptable positive reinforcement, giving awards and gifts to compensate for wrong deeds child and always get punished. Giving reward make constructive encouragement for children to behave positive. Example, teachers need to praise the child for sharing rido toy to his friend, before he was captured after grabbing a toy or other friends.

No form of double punishment.
Take care so that children do not get double-double of suffering or punishment of persons or different parties for infringement equal. Example, the teachers and parents to punish

children for the same error.
Should be private and not embarrass the child. A basic rule in disciplining a child is no exception. Warnings and penalties that must be carried out against a child as a person so that children do not feel humiliated.

Jump-start by giving a warning.
Before give punishment, immediately remind the child that the punishment will be imposed if the child does not change or stop his actions.

Impersonal.
Punishment is not directed at children as individuals, but to change the child's behavior is wrong to punish children in general must avoid statement denouncing child. For example, teacher said, "Dimas, you wicked child," the teacher should focus on behavior, eg talk "Dimas, I do not like your behavior is like disrupt student women", or "I do not like the screaming voice in the classroom.

Consistent.
Teacher authority and vigilance in applying penalties affect the confidence of children. If teachers and alert in using authority penalties for every wrong it happens, then the child will be more punishment without protest and debate. However, consistency does not mean rigidity (rigitity), the rules may also change slightly in the events and extraordinary emergencies.

Create a loving relationship with.
Positive relationship teacher and child is to ease the conditions that support children to accept reason why they should be punished. Example, teachers should ideally be warm, accepting, like gift-giving and child support. If a child feels just little attention or feel the love of it, the punishment given to him will likely be judged negatively by children. With a positive relationship, assessment of such children can be avoided. The most painful punishment for a child is a reproach or disappointment of an adult, and figure must respected.

Note the due punishment of children.
Application of punishment in children cause emotional reaction that is different in children, such as insecurity, fear, surprise and confusion. Therefore consider that the child's feelings about punishment. Therefore consideration of the teacher about the child's feelings are very important the penalty itself. In an child was show remorse. Children need encouragement instead of constant criticism. To angry, screaming to break the spirit of the child so the child will feel very stress.

Try to involve children.
Teachers can provide opportunities for children to think about and assess their own mistakes. Example, teachers ask what ye do? After several rejected or avoided, usually the child will confess fewest some involvement in that error. Encourage children to reflect on and identify actions. Sometimes try to let the child decide his own punishment. This attitude will encourage children to be more careful and responsible for his actions.

Calm and objective.
Explain in a punishment to a child in a calm and objective, like a judge who read a decision. Avoid the use of the name of mockery, a voice shouting, insults, sharp satire, criticize techniques and so on, which only lowered prices and further enlarge the child emotional reactions. A penalty must illuminate conflict between a child's behavior with a rule or viable and healthy so as to eliminate any personal conflict between children and teachers. Remember that children pay attention to communication, non verbal communication. Instead of punishment are the words. Do punish-sentence as objective as possible according to the facts of the case. If teacher constant calm and believe in yourself, then the child will be easier and faster mastery angry calmed down.

Fair
Punishment should be fair, so that children do not distinguish fell different. This means that any misbehavior of the child's teacher should have punishment.

Learn to do prevention.
If teachers carefully observe situations, teachers will find patterns of behavior .Example, the child will be quick to anger when she was sleep deprived and hungry. This knowledge will these patterns can help events emergence of the difficulties and problems in next time.

On understanding the problems of children.
Teachers should actively seek to understand the problems of children by reading articles or story books deviant child behavior.

Do not feel ourselves more perfect.
No one is perfect. everyone have deficiencies in sentencing, such as angry characteristic, impatient, and less fair. Emotional reactions that are sometimes as happen undermine our relationship with the child. Of course teachers should strive to improve the shortcomings. So effective application of punishment to the child, required foresight and prudence teachers in sentencing. Teachers applied punishment to children aims to stop the child's behavior is wrong, then be able to teach and encourage children to stop their own behavior is wrong, finally child can direct himself in learning to behave reasonable.

Meaning of Reward
Gifts or rewards are various forms of appreciation or respect for a ashievement. Santoso (2002) states should reward proficiency level but not in the form of money or objects that are useful tools for school purposes, such as bags, shoes, clothing, or equipment not on sale gift. Teacher  Giving a gift to be selective, A child better will receive a gift not more given first. Gift for children, for example, coincided with his birthday, after the flag ceremony, the school's birthday, anniversary or related with the great days

Reward function
There are three important functions of the prize, namely:
1. Have educational value
Prize is one form of knowledge that makes the child immediately know his behavior was good. Similarly, the punishment that brought the child that his behavior is unacceptable environment.
2. Weeks to motivate children to repeat the behavior that is acceptable
Children will generally reacted positively to the acceptance of gifts by expression environment. This encourages them to behave well in order to get more gifts.
3. Strengthening behavior of environmentally acceptable
If a child gets an award for his behavior then he gets the understanding that it means what it does. This makes the child is motivated to keep repeating. While poor children who do not know exactly what gifts do we mean it or not. Consequently, good behavior is not repeated again true.

Other forms of reward
What ever the form of a gift, he must be in accordance with the needs of children. If reward rendered in accordance with the needs of children, the effectiveness of the gift will be lost. Therefore we need the sensitivity of the teacher in providing reward to children. Schaefer (1996) suggested that the prize can counted primary reward, in the form of food, money, tools and real objects, while the secondary is the nature of praise and attention. On the basis characteristic reward, then the application of the gift by the teacher for kindergarten children or elementary at the school may take the form:

Non-verbal communication.
For children who cant understand speech, appreciate his achievement with a smile, a hug or a form of communication is other non-verbal. In contrast non-verbal form is not very effective for larger children. These children need a verbal statement of praise.

Shape recognition.
Children need recognition, whether accepted or not. For example, "Your work is very clean and tidy". As safe is effective to strengthen the child's behavior as well give complacency to children. In order for the recognition enjoyed by children, recognition should be given immediately after the child's behavior need reinforcement, and should be given in all the atmosphere, the mood giver gift, but it would be much given by display the child's behavior.

Real objects or gifts.
Gift of the objects are sometimes also could be given as a reward for acceptable behavior. Objects such as stickers, baseball cards, stars, points, gifts can said technically as the driving thing for children to behave in hope. reward or gifts is also true is another form of reflect affectionate tribute to the achievements and abilities.

Preferential treatment.
Gift in the form of preferential treatment may take the form of fun activities for children. It would be more purpose activities related to positive child behaviors. For example in implement gymnastic, Mary is always orderly in rows and can understand and do all the cue from the teacher as well. For the teacher provides an opportunity for Mary stood in front of all his friends so that children can imitate movements and other gifts to children’s behaviour. Agar effective, teachers need to understand a given child so reward useful and can produce positive changes in child behavior. Here are the terms conditions which may be present signs giving gifts to children in kindergarten.

Fun and liked children.
Use any one like and favored son as a gift. More and more children are known about teacher (desires, interests and their activities as individuals), it would be wise teacher in finding the types of gifts are effective. The existence of the material balance of a gift that character with impulses that are social. Material gifts can also be offset by the encouragement which social character like praise, affection, and attention is reward to everyone. reward the material is gradually diminishing so finally be lost, simply replaced by the rewards that are social.

Systematic administration.
As a basis for giving gifts can make teacher a note that is used to follow the progress of a child to behave as expected. The next regularly review the success or failure of you, if you need to renew your ways and procedures, for example, use a bigger prize.
only after.

Giving gifts to children the desired behavior.
The prize is given to the child if the child has demonstrated hope behavior, do not give a "bribe", the behavior of the child to do. happen deed soon after that. Giving gifts is immediately given if  children exhibit behaviors that need to be confirmed so reward behavior is maintained and enhanced.

Fixed and consistent.
Try to give the gift of every measure or positive actions that appear on other days. Therefore, in the gift-giving teachers do in the material aspect alone, but with the encouragement of teachers can counterbalance social nature that gift giving is not instantaneous.

Adequate, not excessive.
Give a gift to taste, excessive gifts to encourage children to bargain in giving gifts and depend on it. As a result children are not doing what we hope for otherwise something is accompanied by the promise of the common mistakes that many reward. A done is demanding too much in children, but poor with a gift or reward, so if a child shows a positive attitude tend to be viewed as an only ordinary. interesting some teachers are more focused on the child's negative behavior, so talk, condemnation, punishment is more dominant than reward. to giving a gift that the kids kindergarten teachers should also be built a positive relationship between teacher and child. Gifts for children in count  is the embodiment of love and appreciation of someone important in life.

Conclusion

As described above punishment and reward would have the effect of its own which can determine whether it provides positive changes depending negative  even teachers who apply to individual students. Other than that we as teachers need to know or learn the cause of the student or the student has violated the rules that have been in  that, after knowing these things then we can determine what action should we do in accordance with our students each and of course it can provide a positive effect or impact. Moreover, punishment and reward implement among elementary school students should be conformity that so that we can accept and understand what the teacher wants above has mentioned anything that must be done so that a teacher can be more wise in the provision of punishment and reward.

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