Teacher Strategies In Implementing Positive Reinforcement In Indonesian Language Learning For Grade 3 Students Of SDN 2 Kayangan

Abstract

This study aimed to describe the teacher's strategy in implementing positive reinforcement in Indonesian language learning for third-grade students at SD Negeri 2 Kayangan and to identify the factors influencing its implementation. This study employed a qualitative approach using a case study design. The research subjects consisted of the third-grade teacher and students of SD Negeri 2 Kayangan. Data were collected through direct observation, in-depth interviews, and documentation. Data were analyzed using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. The findings revealed that the teacher structured positive reinforcement through three main forms: (1) verbal reinforcement via praise and motivating sentences, (2) non-verbal reinforcement through positive gestures such as smiles, applause, thumbs-up, and personal guidance, and (3) giving rewards in the form of star stickers for active students or groups. This strategy was consistently applied from the introductory stage, through the core activities, to the closing of the lesson. Consequently, this strategy significantly improved students' learning motivation, active participation, courage to express opinions, and self-confidence. The factors supporting this success included the teacher's high intrinsic motivation, students' positive responses and enthusiasm, the use of engaging visual learning media, the implementation of group-based activities, and the teacher's astuteness in tailoring reinforcement to individual student characteristics.