Conducting Positive Reinforcement to Ensure Learner-Centered Pedagogy in the EFL Classroom: A Case Study at Junior High School in Surakarta

Azkia Nisa Tadayana

Abstract

Positive reinforcement is an essential learning strategy and takes an important role in supporting the learning process effectiveness. Through the integration of positive reinforcement, it can create the expected behavioral change of students to be more positive and ensure learner-centered pedagogy. This study aims to explore the application of positive reinforcement and to investigate the impact of positive reinforcement on the implementation of learner-centered pedagogy in the English language classroom. This study utilizes a qualitative case study method collected through observations in the classroom and interviews. The participants of this study were an English teacher and six students who applied positive reinforcement. This study uses data analysis that was conducted through interactive model methods and validated using triangulation. The results of this study present that the application of positive reinforcement by the English teacher positively impacted on the students, especially on the implementation of learner-centered pedagogy. The use of positive reinforcement can support teachers in their role as facilitators to create a comfortable and pleasant classroom atmosphere, and can significantly increase student self-efficacy, student engagement, collaboration, and critical thinking skills.

Keywords

Positive reinforcement, learner-centered pedagogy, EFL, teaching skills, case study.

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References

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DOI: https://doi.org/10.20961/ee.v14i1.104461

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