Anggarawati, Ni Made Wita (2025) NOVICE AND EXPERIENCED ENGLISH TEACHER’S REINFORCEMENT STRATEGIES IN RURAL AND URBAN ENGLISH CLASSROOMS. Masters thesis, Universitas Pendidikan Ganesha.
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Abstract
Anggarawati, Ni Made Wita (2025), Novice And Experienced English Teacher’s Reinforcement Strategies In Rural And Urban English Classrooms, Tesis, English Language Education, Postgraduate Program, Universitas Pendidikan Ganesha. Keywords: Reinforcement startegies, novice teacher, experienced teacher, rural school, urban school. This study aimed to analyze and identify the types of reinforcement strategies employed by novice and experienced English teachers in public junior high schools located in both rural and urban areas of Badung Regency, Bali. Reinforcement is a crucial strategy that teachers use to enhance students’ learning motivation; however, limited research has explored how reinforcement is applied across different geographical contexts. This research employed a basic qualitative approach, using classroom observations and interviews as the primary methods of data collection. A total of eight English teachers four novice and four experienced from four public schools (two in rural areas and two in urban areas) were purposively selected as participants. The findings revealed that both novice and experienced teachers implemented a variety of reinforcement strategies, including verbal, gestural, proximity, contact, activity-based, and symbolic (token) reinforcement. Nevertheless, differences were observed in the frequency, variety, and appropriateness of the strategies, influenced by the teachers’ level of experience and teaching context. Novice teachers tended to rely more on verbal, gestural, and token reinforcement, while experienced teachers demonstrated greater flexibility in selecting strategies that aligned with students’ needs. The challenges faced by teachers also differed: those in rural areas encountered misinterpretation of reinforcement, student disengagement, student diversity, avoidance of competitive reinforcement, need individualized reinforcement strategies, inconsistent application of reinforcement, whereas urban teachers struggled with challenges were student motivation, background diversity, and sociocultural sensitivity, infrastructural limitation, inconsistent student responsiveness, and classroom conditions. These findings highlight that reinforcement strategies are significantly shaped by both teaching experience and contextual factors, offering valuable insights for teacher professional development and context-sensitive instructional practices.
| Item Type: | Thesis (Masters) |
|---|---|
| Uncontrolled Keywords: | Reinforcement startegies, novice teacher, experienced teacher, rural school, urban school. |
| Subjects: | L Education > L Education (General) |
| Divisions: | Pascasarjana > Program Studi Pendidikan Bahasa Inggris (S2) |
| Depositing User: | Ni Made Wita Anggarawati |
| Date Deposited: | 11 Aug 2025 08:13 |
| Last Modified: | 11 Aug 2025 08:13 |
| URI: | http://repo.undiksha.ac.id/id/eprint/26783 |
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