Students' and Teachers' Perception on Reward in Online English Teaching Context

N.M.S.D. Saraswati, N.M. Ratminingsih, IG.A.L.P. Utami


Rewarding is one of the factors that influence student learning outcomes so it is important to describe the reward given by the teacher, the teacher's perception of the reward and the student's perception of the reward given by the teacher. This qualitative study aimed to investigate the types of rewards used in teaching English online; frequency of rewarding by teachers in online learning; in what context the reward is given and for what purpose; how teachers perceive rewards in online learning; and how students perceive rewards in online classrooms. The subjects of this study were 116 people consisting of 112 first grade students and 4 first grade teachers. To collect data, there were 3 methods used, namely: observation, recording and taking note. Meanwhile, the main instrument was the researcher himself who was assisted by additional instruments, questionnaires and observation sheets. The collected data were analyzed qualitatively with the Miles and Hubberman model. The results of this study are 1) the teacher gives verbal and object rewards, 2) verbal rewards are more often given, 3) there are three contexts of giving rewards, namely: perfect, almost perfect and needs improvement with different goals, 4) teacher perceptions show giving rewards have a positive influence in academic and non-academic students and 5) students' perceptions of rewards are that they are very happy and motivated after receiving a reward. These results have implications for designing rewards to be diverse and creative to motivate students.

Full Text:



Burton, A.B., Ray, G.E., and Mehta, S. (2003). “Children’s Evaluations Peer Influence: The Role of Relationship Type and Social Situation”. Child Study Journal, 33 (4), 235-255.

Cameron, L. (2003). Teaching Languages to Young Learners. UK: Cambridge University Press.

Cameron, L. (2014). Teaching languages to young learners. Cambridge: Cambridge University Press.

Casern, M. L. 2006. Active learning is not enough. Journal of College Science Teaching. Vol 35(6), 52-57.

Chen, P. H. & Wu, J. R. (2010). Rewards for reading: their effects on reading motivation. Journal of Instructional Pedagogies, 3(1), 1-8.

Deci, E.L., R. Koestner and R.M. Ryan (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1-27.

Drexler, J. (2010). Teachers' Attitudes about Reward Systems in the Classroom. Theses. University of New York.

Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5-21). Reading: Garnet Education.

Fan, J., & Feng, H. (2012). A study on students’ learning motivation of EFL in Taiwanese vocational college. International Journal of Learning and Development, 2(3), 260-269. /ijld.v2i3.1791

Guendouze, M., & Abderrahim, F. (2012). The Effects of Anticipation Rewards on Students’ Motivation in Learning Grammar. Theses, University of Constantine.

Habibi, A. & Sofwan, M. Teachers of English for Young Learners: An Analysis on Their English Proficiency and Profile. This paper has been presented at English Education Study Program-National Seminar, Faculty of Teacher Training and Education, Sriwijaya University, Palembang, October 3rd, 2015 .

Harmer, J. (2001). The Practice of English Language Teaching. England: Pearson Education Limited.

Hoffman, K. F., Huff, J.D., Patterson, A.S., & Nietfeld, J.L. (2009). Elementary Teachers' Use and Perception of Rewards in the Classroom. Teaching and Teacher Education, 25, 843-849. www.elsevier .com/ locate/ tate

Howard-Jones, P., & Jay, T. (2016). Reward, Learning and Games. Current Opinion in Behavioral Sciences, 10(1), 65-72. Available at

Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon & U. Raman (Eds), Young learner English language policy and implementation: International perspectives (pp. 31-41). Reading: Garnet Education

Jovanovic, D. & Matejevic. M. (2014). Relationship between Rewards and Intrinsic Motivation for Learning-Researches Review. Social and Behavioral Sciences. 149, 456 – 460

Khansir, A. A. & Dehkordi, F. G. (2017). The Role of Motivation in Teaching and Learning English Language. Modern Journal of language Teaching Methods (MJLTM) ,7(9), 179-191.

Loi, D. P., & Uyen. N. T. L. (2016). Motivating EFL Classroom Participation by Rewarding at a Language Center in Ho Chi Minh City, Vietnam. Journal of Applied Linguistics and Language Research, 3(5), 177-189.

McClurg,L and Morris, R. (2014). Shaping Student Behaviors Through Reward Systems: Lessons From Beaver Trapping? Journal of Higher Education Theory and Practice, 14(2), 89-102.

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region.TESOLQuarterly, 37(4), 589-613.

Payne, R. (2015). Using Rewards and Sanctions in the Classroom: Pupils’ Perceptions of Their Own Responses to Current Behaviour Management Strategies. Educational Review Journal, 67(4), 483-504.

Ratminingsih, N.M. (2010). Drills and Total Physical Response : An Attempt To Enhance Young Learners’ Oral Communicative Competence. Jurnal Ilmu Pendidikan, 24(1), 19-28

Ratminingsih, N.M. (2011). Boosting Elementary School Students’ Listening Skill Through Specially Created Songs. Lingua Scientia, 11(1), 1-20

Ratminingsih, N.M. (2018). Implementasi Board Games dan Pengaruhnya terhadap Hasil Belajar Bahasa Inggris. Jurnal Pendidikan dan Pengajaran, 43(18), 149 – 158

Ratminingsih, N.M., Mahadewi, L.P.P & Divayana, D.G.H. (2018). ICT-Based Interactive Game in TEYL: Teachers’ Perception, Students’ Motivation, and Achievement. iJET, 13(9), 190-203

Ratminingsih, N.M., Marhaeni, A.A.I.N & Vigayanti, L.P.D. (2018). Self-Assessment: The Effect on Students’ Independence and Writing Competence. International Journal of Instruction, 11(3), 277-290.

Suhartatik.(2008). Teaching English for Young Learners. Paradigma, 10(2), 193-200.

Theodotou, E. (2014). Early Years Education: Are Young Students Intrinsically Or Extrinsically Motivated Towards School Activities? A Discussion about the Effects of Rewards on Young Children’s Learning. Research in Teacher Education, 4(1).

Utami, I.G.A.L.P. (2018). The Online Learning of Teacher Profession Education Program (PPG) for In-service English Teachers: Challenges and Accelerated Learning Factors. JPI, 7(2), 145-153

Utami, I.G.A.L.P., Saukah, A., Cahyono,B.Y., and Rachmajanti,S. (2017). Levels of Involvement in the English Teachers’ CPD (Continuous Professional Development): The Degree of Professional Enthusiasm. The Journal of Asia TEFL, 14(2), 336-345

Vernon, S. A. (2008). Learn How to Make Teaching ESL to Preschool Children Magic and Fun. Teaching English Games. France: Les Anemos.

Wheatley, R.K, West, R.P., Charlton,C.T., Sanders,R.B., Smith, T.G., & Taylor,M.J. (2009). Improving Behavior through Differential Reinforcement: A Praise Note System for Elementary Students. Education and Treatment of Children, 32(4), 551 -571 .

Wilson, L.M & Corpus, D.A. (2015). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56-60.


Article Metrics

Abstract view : 146 times
PDF file view : 20 times


  • There are currently no refbacks.

Jornal of ducation Research and Evaluation (JERE) is published by:



Jl. Udayana, Kampus Tengah, Singaraja-Bali
Kode Pos 81116
Telp. 0362-22928


Journal of Education Research and Evaluation (JERE) is indexed by:

Akreditasi SINTA 2   Crossref JPI  JPI Undiksha OneSearch  

Creative Commons License

Journal of Education Research and Evaluation (JERE)  is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.