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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