Aldian Idris Febrianto, Joko Priyana

Reward and Punishment to Students’ Learning Motivation in Hybrid Learning: Digging Teachers’ Perspectives

Introduction

Reward and punishment to students’ learning motivation in hybrid learning: digging teachers’ perspectives. Explore teachers' perspectives on using reward and punishment strategies to enhance EFL students' learning motivation in hybrid learning, highlighting effective techniques and technology.

Abstract

Purpose of the study: This research focuses on teachers’ strategy, rewards and punishments teaching strategy in enhancing EFL students’ learning motivation. In addition, this research also aims to provide teachers’ perspectives about the use of rewards and punishments strategy to improve students’ motivation and efficiency as EFL learners during hybrid learning. Methodology: Descriptive qualitative design with interviews in the class were used to gather the teachers’ perspectives and to see the on-site implementation of rewards-punishments strategy toward students’ learning motivation. Besides, the researchers also highlight the technology used by the teachers in their hybrid learning process. Main Findings: The results indicate that a balanced strategy by combining suitable motivational techniques with emerging technology can significantly enhance teachers' effectiveness and morale in a hybrid learning environment which can increase students’ learning motivation. In other words, rewards become learning motivation booster for students and teachers’ supports in the form of positive feedback are also found to be beneficial to boost students’ confidence in learning English. Novelty/Originality of this study: This research contributes to the ongoing conversation about improving students’ learning motivation and teachers’ teaching strategy in hybrid learning. Covering the knowledge gap of reward and punishment implementation in hybrid class, specifically for junior high school students.

Review

This study offers a timely investigation into teachers' perspectives on utilizing reward and punishment strategies to enhance EFL students' learning motivation within a hybrid learning environment. Employing a descriptive qualitative design through teacher interviews, the research specifically aims to uncover how these strategies are applied and perceived, also touching upon the integration of technology. The main findings highlight that a balanced approach, which synergistically combines motivational techniques with emerging technology, can significantly boost teacher effectiveness and student motivation. Rewards are identified as key motivators, while positive teacher feedback is shown to be instrumental in building students' confidence in English language learning. A notable strength of this research lies in its direct engagement with teachers, providing valuable firsthand accounts of their experiences and strategies in a relevant educational context. The identification of a "balanced strategy" integrating motivation and technology offers practical insights for educators navigating hybrid learning models. However, the methodological description could benefit from further elaboration; clarifying whether "interviews in the class" included observational components of the strategies in practice, or was solely based on self-reported perspectives, would strengthen the validity of the findings. While the study claims to fill a knowledge gap concerning reward and punishment in hybrid settings for junior high students, the presented findings primarily reinforce existing understanding about the efficacy of rewards and positive feedback, rather than delving deeply into the nuanced role or specific implementation of 'punishment' within the hybrid framework, despite its prominence in the title and stated purpose. To further enhance the study's contribution, future iterations could provide a more detailed exploration of the specific types of "punishments" teachers employ, their perceived effectiveness, and their actual impact on student motivation in hybrid learning, thereby fully addressing both aspects of the title. Incorporating student perspectives would offer a crucial multi-faceted view of these strategies. Additionally, a more granular discussion of the "emerging technology" used, with concrete examples of its integration with motivational techniques, would boost the practical applicability of the findings. Despite these suggested areas for development, the paper provides a relevant and insightful initial step into understanding motivational dynamics in contemporary hybrid EFL classrooms, offering a solid foundation for further research.

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