TEACHER’S REWARDS FOR STUDENTS’ LEARNING ACHIEVEMENTS IN LEARNING ENGLISH AT SMP SWASTA GAJAH MADA MEDAN

Classroom management is the most important thing for all the teachers, rewards is
one of the classroom managements. This research aimed to investigate the
teacher‟s rewards for students‟ learning achievements at SMP Swasta Gajah Mada
Medan. This research used descriptive qualitative method as follows; observation,
interview, and documentation as the technique collecting data. The research
subject consists of two English teachers from 7th and 8th grade of SMP Swasta
Gajah Mada Medan. This research used the kinds of rewards by Kompri (2009)
and implementations of rewards by Slavin (2013). This study conducted by
observation for the kinds of rewards that the teacher used for learning
achievements and interview for the teacher‟s implementations of rewards for
students‟ learning achievement. The study reveals that both teachers have their
preferred types of rewards for implementing in the classroom. Teacher A uses
praise and respect, emphasizing understanding and engagement, while Teacher B
focuses on academic performance. Both teachers have their strengths and
weaknesses in implementing rewards for students' learning achievements. Teacher
A is more reliable in using praise, respect, and sign of appreciation, while Teacher
B uses powerful rewards and gifts. Both teachers believe that the presence of
these rewards helps them approach students' learning achievements and outcomes
effectively. The implementation of these rewards in the classroom can greatly
impact students' learning outcomes.