CHAPTER I
INTRODUCTION
A. Background
An English teacher has some
importance roles when he is teaching and
learning English in classroom. The teacher is not only transferring the source language knowledge
but also should
be able guiding for the students, modeling, being actor or actress,
facilitator, motivator, and reinforce.
One of the most important roles above, the reinforce
role is the extremely Important to give stimulus the students psychological
response in language learning. As what Condace and Sharon (1982) stated
“Reinforcement is the most significant
means of increasing desirable behavior”
(Condance and Sharon, 1982 : 27).
From the definition above, it can be concluded that a
reinforcement from a teacher, could maintain or increase the students in
teaching and learning in classroom. In addition, Hull (1943) in “The psychology of learning”
said that “Whatever the fundamental
nature of the learning process, or practice in a new Situation as no effect –
learning will not occur – unless practice in reinforced”. Then, it can be seen,
once again, how important reinforcement in learning process.
However, based on preliminary studies before in some
schools, there are only a few English teachers apply reinforcement in teaching
and learning English in classroom. Some of them who do not apply it, confess
that they do not understand what a
reinforcement and how to apply it. Not only that, some of them interpret that
reinforcement is a reward only, by giving a praise or giving the students bad
bahavior in punishment pattern only. No praise at all for the students who do
not make mistake.
In relation, this condition has valuable effect to the
student’s psychology in responding the teaching and learning process. If the
teacher is found to give negative reinforcement only to the students, thus the
students will be not encouraged to increase their attention in teaching and
learning process. As a result, the students become unfocused, their motivation
is not keep after, because they are afraid to be productive students.
Based on explanation above, it can be noticed that how
important to give reinforcement and how important to apply it systematically to
achieve some purposes in teaching and learning of students in classroom by
taking the advantages of the application itself.
As on conclusion, it is needed to conduct a research
about what kinds of reinforcement skills teacher do in teaching english at
eleventh grade of SMAN 1 NAGARA,
Kandangan, Hulu Sungai Selatan in school year 2009/2010.
B. Identification and
Formulation of The Problem
In basic teaching skill, UPPL UNLAM (1983) studded
that, there are eight Basic teaching skills, namely :
a)
The Skill of Basic Questioning
b)
The Skill of Reinforcement
c)
The Skill of Variability
d)
The Skill of Explaining
e)
The Skill of Introductory
Procedure and Closure
f)
The Skill of Leading discussion in
a small group
g)
The Skill of Class Management
h)
The Skill of Teaching a small
Group and Individual.
Among the eight skills above, reinforcement is the
important skill, because a Teacher motivates his students in language learning
this step. As what conduce and Sharon
stated in “Strategies For Teaching Students With Learning and Behavior
Problems” (1982 : 27) : “Reinforcement is the most significant means of
increasing desirable behavior”.
There
are two kinds of reinforcement skill :
a) Verbal Reinforcement is a teacher’s comments such
as some phrases, encouragement, and some other words which are stated by the
teacher to reinforce students attitude and performance.
b) Non Verbal Reinforcement is a teacher‘s comments by
using the teacher’s Body language or
sign (not using words) such as giving, smile, nod, showing two thumbs, clapping, or some times
the teacher can do them in one action.
C. Objective
The objective of the research is to describe what kinds
of reinforcement skill teacher do in
teaching english at the eleventh grade English Teacher at SMAN1 Nagara.
D. Significance
For students : It
gives some information for the students about
The teacher’s verbal reinforcement purposes in classroom.
Thus, the students are
understand about it.
For Teacher :
It is expected to give contribution for the
English
Teacher to improve his/her reinforcement skill based on the standard
concept of how to apply it well.
For researcher : The next
researcher can use the result of the research as
the references to make the similar research
deeper.
CHAPTER II
REVIEW OF LITERATURE
A. The Nature of
reinforcement
The principle of reinforcement is
a psychological concept based on the idea that the consequences of an action
will influence future behavior. According to Richard et all (1996).
Reinforcement is one forms of feedback. It means that, to encourage students,
behavior in learning process in classroom, teacher needs reinforcement to give
feedback the students.
Some other definitions
definite reinforcement as follows. Reinforcement is defined that follows an
appetitive event whose presentation follows and operant response occurring in
the future (http://www.psychologyuiowa.ed//).
This definition implies that reinforcement gives good effect to students
who are reinforced. The effect the student will increase or tend to increase
into positive behavior in the next action of his. It has some agreements. The
others definition, they are stated that reinforcement is a stimulus that
follows some behavior and increases that the behavior will occur. Reinforcement
may also be based on the number of responses or scheduled at particular time
intervals (http://www.thefreedictionary.com//). Reinforcement is a stimulus
that strengthens or weakens the behavior that produced it and reinforcement is
an act performed to strengthen approved behavior (www.definitiof.com).
Then, one of the definitions states that reinforcement as that act of
process of reinforcing or the state of being
(www.allword.com) . In addition, a large explanation of reinforcement explained
by Saunders (2007). He said that reinforcement is behavioral science, the
presentation of a stimulus following a response that increases the frequency of
subsequent responses, whether positive to desirable events, or negative to
undesirable events which are reinforced in their removal (www.thefreedictionary.com) . From this
statement, it can be seen that reinforcement gives positive response and
negative responses to students. Furthermore, he give some definitions of
reinforcement it is defined as follows :
a)
Reinforcement is the act process
of reinforcing
b)
Reinforcement is something than
reinforces
c)
Reinforcement is the occurrence or
experimental introduction of an condition
d)
Stimulus along with a conditioned
stimulus.
e)
Reinforcement is the strengthening
of a conditioned response by such means
f)
Reinforcement is an event, a
circumstance, or a condition that increases the likelihood that a given
response will recur in a situation like that in which the reinforcing condition
originally occurred (http:www.thefreedictionary.com).
Based of some statements of reinforcement above, it can be
concluded that reinforcement is something like stimulus. Statement, action by a
teacher, as reinforce, to his students to expect an increasingly good response
in future to achieve a great teaching and learning process.
B. Kinds of Reinforcement
As what is said before, reinforcement is defined as
something like stimulus The teacher statement, then what the teacher’s do to
reinforce his students is to?
Expect a good response, a better behavior of his
students in the future. The teacher’s stimulus and the teacher’s statements
could be in words, phrases or sentences. In addition, what the teacher’s do in
reinforcing his students could be in verbal reinforcement or non verbal reinforcement,
it also might be in positive reinforcement or negative reinforcement to discuss
about the kinds of reinforcement here some explanation of them.
1). Verbal reinforcement
Verbal
reinforcement is a word, phrase and sentence which given to
Students to encourage them to have a good
behavior and repeat it (Richard et
all, 1996).
a.
Positive reinforcement is an
increase in the future frequency of a behavior due to the additions of a
stimulus immediately following a response (http://www.psycology.uiowa.ed//)
b.
Negative reinforcement is an
increase in the future of a behavior
when The consequence is the removal of an aversive stimulus (http://www.psycology.uiowa.ed//)
2). Non verbal
reinforcement
Non verbal reinforcement is a
teacher’s comments by using the teacher ‘s body language or sign (not using
words) such as giving, smile, nod showing tow thumbs, clapping, or sometimes
the teacher can do them in one action.
a. Positive reinforcement is an increase in the future
frequency of a behavior due to the
additions of a stimulus immediately following a response (http://www.psycology.uiowa.ed//)
b. Negative
reinforcement is an increase in the future of a behavior when the consequence
is the removal of an aversive stimulus) . (http://www.psycology.uiowa.ed//
C. Verbal Reinforcement
As what is defined in part A, that verbal
reinforcement is a word, phrase and sentence which is given to students to
encourage them to have a good behavior and repeat is (Richard et all, 1996 :
58).
To make it works well, a teacher needs to plan a list
of reinforcement words, phrases and sentences to encourage students. As what
Richard et all (1996) wrote:“Teacher needs to guard against the over use of
certain words for praise, which there by lose the impact. Teacher need a plan
list of reinforcement words they can use.” (Richard et all, 1996:58)
Here is a list of teachers planning in reinforcement :
THE EXPRESSIONS OF VERBAL REINFORCEMENT
|
Words
|
Phrases
|
Sentences
|
|
Good !
Excellent !
Wow
Ternifil
Beautiful
Great
Exactly
|
Good thinking
Good job
Very Interesting
Nice going
|
-
That’s right
-
That’s clever
-
That’s show a great deal of work
-
You really pay attention
-
You should show this to your
father
-
Show grandma your picture
-
That’s interesting
-
That’s really nice
-
Keep up the good work
-
I appreciate your help
-
Now you’ve got the hang out it
-
Now you’ve figured it out
-
That was very kind of you
-
Thank you I’m pleased with that
-
I like that
-
That’s interesting point
-
You make it look easy
-
What neat work
-
I like the way you got started
on your home work
|
(Vernon and Louise, 1996 : 365)
D. Non Verbal Reinforcement
According to the eight basic concept of teaching skills ( UPPL UNLAM:2001), There are
six kinds of non verbal reinforcement. They are :
1.
Facial Expression (mimic) and Body Language Reinforcement
These
kind of reinforcement give the student reinforcement through smelling, nodding,
showing mother finger, or clapping, and sometimes they are done with
verbal reinforcement action.
For
example, When the teacher gives verbal reinforcement by saying “great” to a
student, at that time, together, the teacher showing his mother finger to the
student. But the action is not always done with verbal reinforcement.
2.
Proximity Reinforcement
Proximity
reinforcement is an action when a teacher come to student to show his appreciateness
to students achievement, job, action and
student’s performance.
Teacher
stands next to student, or walk to
student’s position, sits near to certain student or a group of them. Oftentimes, this action is considered
to reinforce verbal reinforcement. For example, teacher comes to a group of student in classroom who shows achievement
in completing their assignments.
While
standing or sitting by the group, teacher gives verbal reinforcement. Through
this way, verbal reinforcement, which is
required, is strengthen, because the enthuasiastic and warmth of the teacher.
Depend on situation, the teacher should determine how long to do this action.
If too longer, the advantage of this
reinforcement will decrease.
3.
Contact Reinforcement
A teacher shows his agreement and appreciates
to attemption and performance of students by touching their shoulders, shaking
hands, or raising their hand who win a competition. Such action is called
contact reinforcement. This reinforcement should consider to age, gender and
culture background of students.
4.
Having Fun Reinforcement
A teacher uses some interesting activities a
reinforcement. As an example, a student who is able play music, he is appointed
to lead coors, or may let him to use music instruments in breaktime. A student
who completes his mathematic assignment early, could be required to help his
friends to finish their assignment. This action will be done as far as the
students really love it.
5.
Symbol Reinforcement
This
kind reinforcement uses vary symbols or things. The symbols by using sign (V).
Giving comment to students’ book, while things by giving pictorial cards,
plastic stars, and other things which are not costly but symbolic.
6.
Partial Reinforcement
As
a student answer question partially, a teacher should not respon by stating it was false. In other
hand, it should be : ”Great, your answer has been right, but it needed to be
completed in a bit”.
E. The
use of Verbal Reinforcement and non Verbal Reinforcement skills in
Teaching English
1. The
Use of Verbal Reinforcement
Verbal reinforcement is really suggested in classroom. Its
function is as not only giving positive effect to the students achievement but
also it appreciates student’s ideas when they give contribution to the positive
teaching and learning process. It also explained in Richard (1996) :
“Use
of a student’s comment signals acceptanced by the teacher and can Give the
students a stinger feeling of self worth”. (1996 : 57)
Furthermore,
according to Rosen Shine and Forst (1971) in Richard (1996 : 57), there are
five ways teacher can use in verbal reinforcement.
1.
Acknowledging
Acknowledging is to accept that somebody / something has a particular
authority or method. A students contribution by repeating the response to
the class with student’s name. Example : Sue said the number is brought to the
eight hand side”.
2.
Modifying
Modifying is to describe a word a restrict it meaning in someway. A
student’s contribution by putting it into different words to make it more
understandable without changing the student’s ideas. Example : “I believe you
implied, Barry, that the gross national product is not an accurate measure of
economy health. Is that right?”
3.
Applying
Applying is ask officially for something concern or relate to somebody
or something. The students response to some situation or using it as an
explanation for some event. Example : “Remember when Carmen told us that
Jack’s decision to leave before Todd came home with the news could get Jack
into some trouble? Well, here is the trouble.”
4.
Comparing
Comparing is examine thing to see how they are a like and how they
are different. The students response to something in the text or the
lessons, or to similar event. Example : “Julie said the words was wed an adverb
can be used and see if we agree with Julie.”
5.
Summarizing
Summarizing is give a summary of something. Student’s contributions
and using them to make a point. Example : “After examining the comments
That Jack, Della, and Manrice just made, I think they may be saying
essentially the same thing that nuclear disarmament plans are meaningless
unless they include all nations with nuclear capabilities. This is an important
point to consider. Let’s examine what it means?”
From the five examples above, it can be noticed that how is the use of
verbal reinforcement in teaching English in classroom.
2. Non
Verbal Reiforcement
1.
Facial Expression (mimic) and Body Language Reinforcement
These kind of reinforcement give the student reinforcement through
smilling, nodding, showing mother finger, or clapping, and sometimes they are
done with verbal reinforcement action.
For example, When the teacher gives verbal reinforcement by saying
“great” to a student, at that time, together, the teacher showing his mother
finger to the student. But the action is not always done with verbal
reinforcement.
2.
Proximity Reinforcement
Proximity reinforcement is an action when a teacher come to student to
show his appreciateness to students achievement, job, action and student’s performance.
Teacher stands next to student, or
walk to student’s position, sits
near to certain student or a group
of them. Oftentimes, this action is
considered to reinforce verbal reinforcement. For example, teacher comes to a group of student in classroom who shows
achievement in completing their assignments.
While standing or sitting by the group, teacher gives verbal
reinforcement. Through this way, verbal
reinforcement, which is required, is strengthen, because the
enthuasiastic and warmth of the teacher. Depend on situation, the teacher
should determine how long to do this action. If
too longer, the advantage of this reinforcement will decrease.
3.
Contact Reinforcement
A teacher shows his agreement and appreciates
to attemption and performance of students by touching their shoulders, shaking
hands, or raising their hand who win a competition. Such action is called
contact reinforcement. This reinforcement should consider to age, gender and
culture background of students.
4.
Having Fun Reinforcement
A teacher uses some interesting
activities a reinforcement. As an example, a student who is able play music, he
is appointed to lead coors, or may let him to use music instruments in
breaktime. A student who completes his mathematic assignment early, could be
required to help his friends to finish their assignment. This action will be
done as far as the students really love it.
5. Symbol Reinforcement
This kind reinforcement uses vary symbols or things. The symbols by using
sign (V). Giving comment to students’ book, while things by giving pictorial
cards, plastic stars, and other things which are not costly but symbolic.
6. Partial Reinforcement
As a student answer question partially, a teacher should not respon by stating it was false. In other
hand, it should be : ”Great, your answer has been right, but it needed to be
completed in a bit”.
CHAPTER III
METHOD OF RESEARCH
A.
Location
SMAN 1 Nagara, Kandangan is the only one senior high
school in Nagara. It’s address in no.56 Baruh Kembang Street RW. 02 ZIP code
71254 HSS. The location is really strategies, so the students come from all of
Nagara. This school also has qualified teacher. Almost of teacher graduated
from S1 degree with education department background. For these reason this
school chosen as the research location.
B. Design
This is the descriptive research. It means the
research will describe the use of verbal reinforcement by the English teacher
at the second grade of SMAN 1 NAGARA, HSS in school years 2008/2009
The research is also a qualitative research. It means
the research does not use population and sample approach. In other word a
qualitative research does not have population and sample, it just use
“Setting”. Setting is location and subject of research. Furthermore, a
qualitative does not use hypothesis and working theory and it is not use
statistic counting. Thus, this is called a qualitative research.
C. Variable and Operational
Definition
|
Variable
|
Sub
Variable
|
Indicator
|
Description
|
|
The
use of reinforcement skill by the teacher
|
-
Verbal reinforcement
-
Non verbal reinforcement
-
Positive Reinforcement
-
Negative Reinforcement
|
-
Verbal reinforcement is a word, phrase, and sentence which given to student
to encourage them to have a good behavior and repeat it
|
-
The expressions of verbal reinforcement use. Words, phrases, and sentences
|
D. The
Procedure of Data Collection
1. Data source
The source of data is taken from
primary data. It’s means to Collect the data, this research through direct
observation.
2. Technique of collection Data
To collect the data, this research applies direct
observation.
The research will observe the application of verbal reinforcement of the
English teacher of second grade students of SMAN 1 Nagara, HSS. The observation
will be done on January to February 2008/2009.
The observation will be done eight times to get
complete data in detail.
3.
Research Subject
The subject of the research is an English teacher who has determinate
criteria with the research. The criteria are the English teacher should be
graduated from S1 degree or S2 degree. The second criteria is the English
teacher should graduated from teaching and training faculty background. Then
the last criteria is the teacher uses verbal reinforcement in teaching and
learning English process in classroom.
4.
Technique of data analysis
When data have been gathered, they are, then analyzed by some steps below
:
1.
Reading the raw data
This is the first step to check the raw data from the research
instrument, in this case, cassettes recording. The cassettes are played in each
observation. It has eight observations, it means there will be eight cassettes
recording.
2.
Selecting the raw data
While playing the raw data, it is focused to select any words, any
phrases and any sentences which have relationship to teacher’s reinforcement,
in this case teacher’s verbal and reinforcement.
3.
Grouping
After getting the verbal reinforcement next step is grouping them into
their categories.
The categories are : one is reinforcement words and another is
reinforcement phrases category and the other is reinforcement sentences
category. They care categorized into a table as with as the indicator of verbal
reinforcement.
4.
Review display
This is the last step where the result of some steps before is going to
be displayed. The display data are, then, reviewed for it each categories.
CHAPTER IV
FINDINGS AND DISCUSSIONS
A. Finding
Finding based an the eight observations which were done
at the second grade class of SMAN 1 Nagara, HSS. It had been collected some
finding data.
Here are some tables of description of the reinforcement
1st
Observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Students’
Activity
|
|||
|
Pre – while past
|
|
-Gives motivating strategy
|
-respond
|
-
Right
-
Very good
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
-
|
-
Good
-
Smart answer
-
You are right
-
I’m with you
-Great
-excellent
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
-very good
-good memory
|
2nd
observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
-Gives motivating strategy
|
- Respond
|
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
- Respond
- Respond
-
|
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
|
3rd
observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
Gives motivating strategy
|
-
Right
-
Very good
- Respond
|
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
-
|
-
Good
-
Smart answer
-
You are right
I’m with
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
very good
-good memory
|
4th
observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
Gives motivating strategy
|
- Respond
|
Exellent
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
- Respond
- Respond
- Respond
-
|
-
Your pronunciation is good
-
Good
-
Well, it sounds nice
-
Two thumbs for you
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
- ya. You are absolutely right
|
5th
observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
Gives motivating strategy
|
- Respond
|
-
Right
-
Very good
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
- Respond
- Respond
- Respond
-
|
-
Good
-
Smart answer
-
You are right
-
I’m with you
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
-
Right
-Very good
|
6th observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
Gives motivating strategy
|
- Respond
|
- One hundred percent for you
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
- Respond
- Respond
-
|
-you have a good English
-We do agree with your opinion
-
- Good
-
Smart answer
-
You are right
I’m with
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
-
Good
-
Smart answer
|
7th
observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
Gives motivating strategy
|
- Respond
|
- Great
|
|
While - activity
|
|
-Presents material
-Gives some questions about
material
-Discusses
|
- Respond
- Respond
- Respond
|
-
Good intonation
-
Clever students
-
Good kid
-
Good job
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
- You should tell your father about
your achievement
|
8th
observation
|
Teaching
Strategies
|
Time
|
Teaching and Learning Activity
|
Reinforcement
|
|
|
Teacher’s
Activity
|
Student
Activity
|
|||
|
Pre – while past
|
|
Gives motivating strategy
|
- Respond
|
-
Right
-
Very good
|
|
While - activity
|
|
Presents material
-Gives some questions about
material
-Discusses
|
- Respond
- Respond
- Respond
-
|
-
Good
-
Smart answer
-
You are right
-
I’m with you
|
|
Post - Activity
|
|
-concludes material
|
- Respond
|
-
Good
|
B. DISSCUSSIONS
From findings
data, it can be found that, teacher uses Reinforcement in teaching-and-learning
process in classroom. The reinforcements, which is use, are verbal
reinforcement and non verbal reinforcement. Furthermore, the verbal
reinforcement uses two kinds of sub variable reinforcement, namely : positive
reinforcement and negative reinforcement.
The reinforcement, which are used by the teacher, are
some words, some phrases, and some sentences. For example: “Great!” for
reinforcement word, “Good Job” it is for the phrase, and the sentence one is
“It Sounds Great!”. For non verbal reinforcement, the teacher mostly use facial
expressions, such as, smiling and use body language sign, such as: nodding,
show to thumbs of his fingers, to show that he agrees with the students
responses.
However, the reinforcements which are found in each
observation shows that the teacher uses the positive reinforcement only. This
condition caused by two factors. First, it caused by second great students of
SMAN 1 Nagara has conduceive class and discipline students. This condition
influences to the teaching-and-learning process in good control. However it is
not only one factor. In analyzing, the second one teacher it self factor. The
teacher is not in habit in using negative reinforcement.
In addition the reinforcement is also done and
pre-activity. But it is not a lot. The teacher reinforces the students, in this
section, only when the students are success to guess the topic what they are
going to talk in apperception. The positive reinforcement are usually done in
post-activity. It is done when the teacher with the students close the
materials which have learned.
From the discussions above, it can be concluded that
the teacher, in second great students of SMAN 1 Nagara, mostly uses positive
reinforcement in while-activity.
CHAPTER V
CONCLUSION AND
SUGGESTION
A.
Conclusion
Based on the research which were done eight times at
SMAN 1 Nagara. It can be concluded that the English teacher of second grade
students uses reinforcement in teaching-and-learning English in classroom.
The reinforcement, which is used is verbal reinforcement. The reinforcement which used is
positive reinforcement. It is caused the conducive condition of the class
management and the habitual of the teacher who usually use positive
reinforcement to reinforce his students.
B. Suggestions
1.
It is suggested to the teacher to
make variability in giving reinforcement to the students. It means, not only
uses positive reinforcement but also uses the other reinforcement.
2.
It is also recommended to the
teacher to uses some others non verbal reinforcement.
REFERENCES
Condance and
Sharon. 1982. Strategis For Teaching Student With Learning
Behavior Problem.
Dimyati and Mudjiono. 2002. Belajar
dan Pembelajaran, Jakarta
: Rineka Cipta
Jones F, Venon and Jones S, lovise.
1996. Comprehensive Classroom
Management
Creating Communitas of Support and Solving Problems.
Fifth
Edition. Sydney : Lewis and Clark
Collage and Beaveston, Orogen.
Kindsvatter, Richard, et all. 1996.
Longman Riblisher. U.S.A.
UPPL Unlam. 2001. Keterampilan
Dasar Mengajar.
Panduan
Pengajaran Mikro. Banjarmasin
: Universitas Lambung Mangkurat.
Robinson. 1988. Qualitative Method.
Hand Book. London
: Longman.
OBSERVATION SHEET
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Teaching Strategies
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Time
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Teaching and Learning Activity
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Reinforcement
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Teacher’s Activity
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Students’ Activity
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Pre – while past
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While – activity
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Post – Activity
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