Reward vs. Punishment: System on the Implementation of English Speaking Campaign of Cavite National Science Senior High School for SY 2016-2017

Abstract

INTRODUCTION

Philippines, as one of the English-speaking nation, is gradually declining its competitiveness which mainly concerns its education system. Many intervention programs, like English speaking policies in schools, were already implemented but do not work in creating a motivational atmosphere. Thus, this study seeks to understand the core motivation of the students in participating in an English Speaking Campaign by knowing their perception towards punishment or reward as a reinforcement system.

METHODS

Under quantitative research, the study used descriptive design. Ninety (90) students from both GAS (General Academic Strand) and STEM (Science, Technology, Engineering, and Mathematics) of Cavite National Science High School completed the survey. The questionnaire instrument is composed of multiple choice and scale type of questions generally consisting of 2 parts: thestudent's self-assessment and their English speaking preference. In the preference section, students were asked to choose between Point Deduction Systems or Point Addition System as motivating factor to speak in English, where the former is considered punishment and the latter is considered reward reinforcement. To describe the findings, frequency count and bivariate analysis were done.

RESULTS

The result showed that 67% of the students can often express themselves in English. The 51.10% answered that often times they can recite at classroom discussion in the language but during their break time, they seldom talk in English. Moreover, 57.7% of the students answered that they speak more in English when under Point Deduction System, supported by 49% of the students telling that they speak more in the language because they worry about having a low grade. Other motivating factor was to be more confident in the use of the language.

DISCUSSIONS

As the results revealed, grade is the main factor that senior high school students consider in speaking the English language. It was followed by other factors such as social belongingness and personal improvement. Consequently, the Point Deduction Policy System, which is perceived as punishment reinforcement, makes the students speak more in the language. And aside from the two policy systems, they speak the language because they want to be confident in the use of it. Generally, the concept of punishment is a primary factor in the behavior reinforcement of learners to participate in the English speaking campaign.