TEACHERS’ REINFORCEMENT AND STUDENTS’ PERCEPTION ON ENGLISH LANGUAGE SUBJECT

This study aims at determining the types of reinforcement that the teachers use in the classroom as well as students’ perceptions on teachers’ reinforcement when teaching English in the classroom. This research is a qualitative design. It describes the reinforcement used by English teachers and the students’ perception, as well. There are three instruments to obtain the data, namely; observation, questionnaire and interview. Observation is used to see teachers’ reinforcement and students’ response when the teachers use reinforcement, the questionnaire is to see and get more information about students’ perception towards teachers’ reinforcement in teaching English, while interview is used to see the types of teachers’ reinforcement in the classroom activities. All the data are processed and presented into descriptive form to ease the readers to get the complete information about the research results. The findings show that teachers’ reinforcement in the classroom influence the students’ response. It means that students’ response and perception will depend on the types of reinforcement used by the teachers. Then, it can be concluded that the more positive the teachers’ reinforcement, the more positive and the better the students’ response and perception will be.


INTRODUCTION
To achieve educational goals, we need the readiness of human resources involved in it, one of which is the teacher who is one of the determining factors who have a strategic position in achieving this educational goal because the teacher plays an important role in the teaching process (Astuti, 2016).
As we know teaching is the process of guiding learning activities, where learning activities are only meaningful when there are teaching activities for students. Therefore, a teacher needs to understand the best about student learning processes, so that a teacher can provide guidance and appropriate learning environment (Hamalik, 2014:27).
Teachers are required to be able to use techniques or methods in the teaching and learning process that can facilitate students in understanding the learning material provided especially in English subjects, (Scrivener 2012).
While giving a negative reinforcement to the students will make the students become lazier and do not care to follow the process of learning in school, it can also cause a sense of trauma to someone who gives punishment to the student, and there is a fear in giving opinions when held a discussion session in the learning process. This will change students' effectiveness in learning.
In the use of reinforcement, there are also some problems of applying reinforcement to the education process in schools. This also reveal by Arista (2018) she found that many behaviors are actually of positive value, such as students daring to ask questions to teachers, students to answer questions of teachers, or students are able to collect tasks on time, but the behaviors are often wasted by teachers. Conditions like that is actually a "moment" is very good in building student motivation to learn and achievement. The impact of the teacher's attitudes makes students feel less valued in their efforts to behave positively, and cause students to be less motivated to provide positive responses to teacher stimuli.

From the results of preliminary observations at SMKS Yaspib
Bontolempangan on 13-16 May 2019, it is found several problems at the school.
The first problem is related to reinforcement. Since some teachers offer strengthening in punishment form rather than providing reinforcement in the form of rewards. Teachers assume that by giving punishment, students can be more discipline and more polite at school or outside school, but in reality by giving punishment students will feel fear to the teacher and cause a sense of trauma for students. Teachers are not aware that there are other ways that teachers can be encouraged to motivate and discipline students who are less disciplined by giving rewards to students.
Another problem is the lack of maximum guidance and counseling role in supporting the teacher's effort to apply reinforcement. As an integral part of education, counseling has responsibility for the success of the educational process in school. The problems found in the role of counseling teacher in supporting the efforts of subject teachers to improve students' positive behavior through reinforcement application include: lesson teachers less information to the counseling teacher about the problems encountered in the learning process, it is make a teachers cannot do consultation activities and establish effective cooperation with subject teachers, counseling teachers feel that the process of learning in the classroom is the responsibility of subject teachers, so the problems faced by teachers in the learning process is not counseling teachers business, and has not established communication and exchanging information about the problem and students' needs in learning, whereas information about students themselves can be used by subject teachers to determine the kind of reinforcement that fits the student's characteristic.
Perception is a cognitive process experienced by each individual in selecting, organizing, interpreting and interpreting information and sensation inputs received through sight, hearing, smell, touch, feeling and appreciation so as to produce a picture. This is also stated by Parek (2013), perception is the process of an individual selecting, organizing and interpreting information inputs to create a meaningful picture of the world. According to Asrori (2013), perception is all processes of selecting, organizing and interpreting information input, sensations received through sight, feeling, hearing, smell and touch to produce meaning.

The Process of Perception
After looking a problems in the school, it is found that the use of reinforcement is very useful for shaping student character. and after seeing the results of research on teachers' reinforcement from previous researchers, it turns out that they did not do research and focus on the two types of reinforcement, they only do researches the success of teachers in using positive reinforcement on the other side, they did not reveale the negative reinforcement. Therefore, this study is conducted.
There are two questions that have been formulated in this study. The first one What are the types of reinforcement used by the teachers in English learning process at SMKS Yaspib Bontolempangan. Second, what is the students' perception on the teachers' reinforcement in English learning process at SMKS Yaspib Bontolempangan.
Afterwards, there are two research objectives. First is to describe the types of reinforcement used by the teachers in English learning process at SMKS Yaspib Bontolempangan. Second, to describe students' perceptions on the teachers' reinforcement in English learning process at SMKS Yaspib Bontolempangan.

MATERIALS AND METHOD
This research employed qualitative research to describe the reinforcement used by English teacher and the students' perception. There are three instruments used to obtain the data, namely observation, questionnaire, and interview. Observation is to see the reinforcement used by teacher in school as well as students responses when the teacher uses reinforcement, a questionnaire is to see and describe more information about students' perception towards reinforcement that used by the teacher in teaching English. Then, interview also used to see the types of reinforcement used by teachers in the classroom activities and students' behavior during the teaching and learning process. All the data processed and presented into descriptive form in order make the readers easier to get the complete information about the research results.
The subjects of this research were the English teachers' and the students of SMKS Yaspib Bontolempangan in academic year 2019/2020. There are six classes in this school. Each class consisted of 20 students. The sample selected using random sampling technique. However, only 20 students of them were employed as the sample of the research. The sample select based on students who are more active in class discussions, students are completely strangers to the researcher in order they provide free in-depth information on their perspectives by the teachers' reinforcement used in the teaching process.

RESULTS
Based on the research questions, then the findings of this study consists of two; The types of reinforcement used by the teacher in English learning process at SMKS Yaspib Bontolempangan and Describes students' perceptions on the teachers' reinforcement in English learning process at SMKS Yaspib Bontolempangan.

The types of reinforcement used by the teacher in English learning process at SMKS Yaspib Bontolempangan.
After conducting the research, researcher found that the type of reinforcement used by teachers in learning English in general are divided in to two parts, namely verbal and non-verbal reinforcement, while in specifics are divided into five parts, namely verbal, gestural, proximity, contact and token/ symbolic reinforcement.

Verbal reinforcement
Verbal reinforcement is the reinforcement used by the teacher using words of praise, support, recognitions or encouragement that makes students feel satisfied and encouraged so that they feel compelled to be more active in learning.
Teacher A Giving verbal reinforcement by the teachers can be proven by referring to the results of teachers interview bellow:

Extract N1:
Researcher : "What kind of compliment do you give?"  Table 1 shows that teacher A uses verbal reinforcement by revealing to students the words Good, very good excellent and smart in a positive way when giving rewards to students. Warn and reprimand the students in the negative when students make scans in the classroom.

Non-Verbal Reinforcement
Non-verbal reinforcement is those that do not use verbal actions but instead use direct actions such as touch. Non-verbal reinforcement are divided into four parts, namely gestural, proximity, contact and token/symbolic reinforcement.

1) Gestural Reinforcement
Gestural reinforcement is the reinforcement given by teachers in gesturing,  Table 2 shows that teacher a uses gestural reinforcement in a positive form to reward students by doing smiling, claps hand, thumps up, winking, nodding up and down. In positive form she instructs students to run on the field and cleaning the class.

2) Proximity Reinforcement
Proximity reinforcement is the reinforcement by used approach, it is mean that the teacher approaches students to express their attention and pleasure towards the lesson, behavior, or appearance of the students. For example, the teacher stand beside the students, or walks beside the students. This reinforcement serves to increase verbal reinforcement. Giving proximity reinforcement by the teachers can be proven by referring to the results of teachers interview bellow: Teacher A

Extract M3
Researcher : "have you ever approached the students while teaching?" Teacher A : "yes, I often approach the students, standing next to the students or sitting close to the students." Table 3 shows that the words or sentences used by the teacher A in proximity reinforcement are:  Table 3 shows that teacher A does not use negative reinforcement in learning, she only uses proximity reinforcement in a positive form by moving nearer, sitting close to students and standing next to students.

3) Contact Reinforcement
Contact Reinforcement is reinforcement by touch (contact), meaning that the teacher can express approval and appreciation for the student's efforts and appearance by tapping the student's shoulder or shoulder, shaking hands, raising the winning hand of the student in the match. Giving contact reinforcement by the teachers can be proven by referring to the results of teachers interview bellow:

Extract N4:
Researcher : "Have you ever physically punishment to the students?" Data in Table 4 shows that the words or sentences used by the teacher A in contact reinforcement are Raising the student's hand Table 4 shows that teacher a uses contact reinforcement in a positive form in learning by patting the students' shoulder, shaking the student's hand enthusiastically and raising the student's hand and using the negative form by doing hit students and stepping on students. Data in Table 5 shows that the words or sentences used by the teacher A in token/symbolic reinforcement are

Students' perceptions on the teachers' reinforcement in English learning process
In this section the researcher explains the students' perceptions of the reinforcement used by the teacher in teaching English in the classroom. Students' perceptions will be divided into three indicators, namely absorption, understanding and assessment or evaluation.

Positive reinforcement
Students feel proud and always want to answer questions when the teacher says "good answer, or very good", even the students make students more competent in answering questions from the teacher, this makes them happy. This is put forward by students when answering the third question.

Extract k3 and Q3
The third questions is "does your teacher say "you have good answers" when successfully answering questions??' 20 students said "yes" and 8 students gave their perceptions, one of them said that when the teacher said "you have the right answer" they felt very proud and always wanted to answer questions from the teacher, there were also those who said they competed to answer questions from The third questions is "does your teacher say "you have good answers" when successfully answering questions??' 20 students said "yes" and 12 students gave their perceptions, one of them said that the teacher always said good or very good and sometimes the teacher patting the students' shoulder.
When the teacher always gives prizes to students like saying smart, very good and good, students also feel very happy and feel glad and always want to answer questions from the teacher. This was stated by the students when they answered a questionnaire number four.

Extract K4 and Q4
The fourth question is "does your teacher immediately give praise each time the student answers the question correctly? If "yes" what praise is given?" 20 students answered "yes" and 20 students gave almost the same perception of each other. They said that the teacher often gave praise like very good, waw "smart" to me, it is make me getting exited in learning english". Other students also said "wow right, I am so glad dan make me want to anwer the next question." "The fourth question is "does your teacher immediately give praise each time the student answers the question correctly? If "yes" what praise is given?" 10 students answered "yes" and 10 students gave almost the same perception of each other. They said that the teacher often gave praise like very good, right and amazing." 2). Negative reinforcement The teacher must pay attention to the words "no, that's not true, wrong, bad" when students answer incorrectly. When the teacher says it could be left not confident anymore. This is inversely proportional to if the teacher says "good, can anyone improve their friend's answer?" When students' answers are not correct, this makes students feel embarrassed and insecure and makes students excited.

Extract K12 AND Q12
"The second questions is "when students don't give complete answers, does your teacher say "no, that's not right, wrong, bad ", rather than giving someone teacher expelling students, restraining students from entering the classroom. It make us shy and we lose our spirit for learning english" "The eighth question is "does your teacher give punishment when you arrive late? 10 students answered "yes" and 16 students gave the perception. One of them said that the teacher expelling students and restraining students from entering the classroom." Giving negative reinforcement that is subtle and does not offend students' feelings will even make students not feel ashamed and continue to follow English learning in the future. This was said by the students who answered a questionnaire number ten.

Extract K20 AND Q 20
"The last question is "does your teacher ask student to leave class when not answering questions from the teacher?'' 10 students said "No" and 8 students gave their perception that the teacher will give other students the opportunity when students do not answer questions by the teacher. they say that what their teacher did makes them not ashamed when didn't answering the questions." "The last question is "does your teacher asks students to leave class when not answering questions from the teacher?'' 10 students said "No" and 6 students gave their perception that the teacher would scold us with big voice when none of the students answer question from the teacher"

Contact reinforcement
Positive reinforcement In fact, teachers often approach students when students answer questions correctly. The teacher often does petting the students' shoulder, standing or sitting near the students. This makes students feel proud of themselves and feel happy when the teacher touches the student's shoulder. Inversely proportional when the teacher does not do this, students feel lazy and not enthusiastic in participating in learning English. This was raised by the students when answering the questionnaire number five. In providing reinforcement teachers also often use token / symbol reinforcement such as very good, good, and excellent, star and numbers. This was raised by the student in question number seven in the questionnaire. This makes students more enthusiastic in writing their learning material.

Extract K7 and Q7
"The seventh question is "have your teacher leave a written massage in your notebook when your note is complete? "yes" what score or message is written? All students answered "yes" and gave almost the same perception. insecurity and makes students feel down. This is raised by some students when the teacher wrote in the student books such as bad and very bad in red ink.

Extract K11 and Q11
The first question is "does your teacher give punishment when students do badly on assignments? If "yes" what kind of penalties is given?". 20 students answered "yes" and they also gave the perception that give notes in a book using red ink and write bad and very bad. They also said that it is make them shy and down.
The first question is "does your teacher give punishment when students do badly on assignments? If "yes" what kind of penalties is given?". 20 students answered "yes" and they also gave the same perception, the students said that the

teachers give notes in a book using red ink and write bad and very bad
Negative reinforcements such as writing Big Zero in student notes given by the teacher, made students feel embarrassed and did not come to class for 2 weeks. Indirectly this will affect student grades. This was brought up by several students in the questionnaire.

Extract K14 and Q14
The fourth questions is "does your teacher give a big zero in the student notebook when the answer is wrong?". 20 students answered "no" and all students gave their perceptions. They say the teacher never puts a big zero on their notes, but the teacher writes "study again" in black ink and puts smiles on their books.
One of the students also said that their teacher once gave a big zero in their notebooks, it made some people who got it embarrassed and didn't go to class for 2 weeks.
The fourth questions is "does your teacher give a big red zero in the student notebook when the answer is wrong?". 20 students answered "yes" and all students gave their perceptions. They say the teacher puts a big zero on their notes, and writes "bad or very bad " in red ink.

CONCLUSION
The findings showed that giving reinforcement by the teacher in the classroom makes students more diligent or lazier, if the student is better or even decreases, or even likes the teacher or dislikes the teacher, this all depends on the type of reinforcement used by the teacher and the character of students who are given reinforcement.
Reinforcement is a feedback or response made by the teacher when students do something positive or something negative. For example, when the teacher is writing learning materials, the teacher should approach the students and then stand next to the students, stroking their shoulders and saying their job is good. If the teacher does not give students reinforcement while working on something, the students will feel bored and not excited in the learning process.
Providing reinforcement by the teacher in class must be in accordance with student behavior in class, meaning that the teacher provides positive reinforcement when students do something positive so that students maintain and improve their quality in learning English. Conversely, the teacher gives negative reinforcement when students do something negative so that students change something negative into something positive.
In providing reinforcement by the teacher, the teacher must pay attention to the type of reinforcement that is given when students do something positive or negative. The type of reinforcement given by the teacher should be based on what students need and in accordance with the character of the student. For example, when students make mistakes such as not doing homework or being late in class then students are given physical punishment such as being hit or ordered to run around the field, then students give the perception that the teacher does not have to hit them, just give a warning they already understand that what what they do is wrong and should not be repeated.
Therefore, giving reinforcement must look at the character, needs, feelings of students, and the teacher must understand and choose the type of reinforcement given to students in accordance with what the students are doing. If the student's mistakes are not so heavy, then the reinforcement given should not