ASRUDIN. SID. 2020010106053, A (2025) EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN USING POSITIVE REINFORCEMENTS DURING FIELD TEACHING PRACTICE. Other thesis, IAIN KENDARI.
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1. COVER- LIST OF FIGURE.pdf Download (795kB) |
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2. CHAPTER I.pdf Download (529kB) |
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3. CHAPTER II.pdf Download (433kB) |
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4. CHAPTER III.pdf Download (425kB) |
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5. CHAPTER IV.pdf Download (831kB) |
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6. CHAPTER V (1).pdf Download (421kB) |
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8. APPENDICES.pdf Download (922kB) |
Abstract
ABSTRACT
ASRUDIN. SID. 2020010106053. " EFL Pre-service Teachers’ Experiences In
Using Positive Reinforcements During Field Teaching Practice." Supervised by
Nur Hasanah Safei, S.Pd., M.Pd. And Ilfan Askul Pehala, S.Pd., M.Hum.
This study explores (EFL) pre-service teachers' experiences in using positive
reinforcement strategies during a 45-day teaching practicum at an Islamic institute
in Southeast Sulawesi, Indonesia. Using a qualitative descriptive approach, the
study involved ten pre-service teachers who were selected through purposive
sampling, to ensure that the participants had completed their practicum and were
actively implementing positive reinforcement in the classroom. Data were
collected through mini survey and reflection for analyzed thematically to uncover
insights into their experiences. The findings showed that probationary teachers
based on their experiences used three main of reinforcement: social (e.g., verbal
praise and encouragement), tangible (e.g., small gifts such as snacks or
stationery), and token (e.g., points or stickers that can be redeemed for prizes).
Social reinforcement is most often applied, as it requires minimal preparation and
immediately increases student engagement and motivation. Tangible rewards are
effective in recognizing effort and performance, while token systems are used less
frequently, yet provide ongoing motivation for students. Participants reported that
these strategies fostered a supportive and interactive classroom environment,
helped manage student behavior and increased participation. These findings
underscore the importance of positive reinforcement in shaping classroom
dynamics and improving pre-service teachers' confidence and skills. Professional
development focusing on reinforcement techniques is recommended to better
support future educators in diverse contexts.
Keywords: Positive Reinforcements; Pre-service teacher’s experiences; The Field
Teaching Practice.
| Item Type: | Thesis (Other) |
|---|---|
| Additional Information: | Keywords: Positive Reinforcements; Pre-service teacher’s experiences; The Field Teaching Practice. |
| Uncontrolled Keywords: | Keywords: Positive Reinforcements; Pre-service teacher’s experiences; The Field Teaching Practice. |
| Subjects: | BAHASA DAN SASTRA > Bahasa Inggris |
| Divisions: | Fakultas Tarbiyah dan Ilmu Keguruan > Prodi Tadris/Pendidikan Bahasa Inggris |
| Depositing User: | Unnamed user with username asni |
| Date Deposited: | 08 Apr 2025 04:18 |
| Last Modified: | 09 Apr 2026 00:23 |
| URI: | http://digitallib.iainkendari.ac.id/id/eprint/3890 |
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