Research Article
Teacher’s Behavior: Behavior-Specific Praise (BSP) towards Students’ Speaking Performance
@INPROCEEDINGS{10.4108/eai.16-10-2020.2305234, author={Melvy Nancilia Putri and Ahmad Bukhori Muslim and Yanty Wirza}, title={Teacher’s Behavior: Behavior-Specific Praise (BSP) towards Students’ Speaking Performance}, proceedings={Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung, Bandar Lampung, Indonesia}, publisher={EAI}, proceedings_a={ICOPE}, year={2021}, month={3}, keywords={behavior-specific praise (bsp) teacher’s behavior teacher’s praise speaking performance}, doi={10.4108/eai.16-10-2020.2305234} }- Melvy Nancilia Putri
Ahmad Bukhori Muslim
Yanty Wirza
Year: 2021
Teacher’s Behavior: Behavior-Specific Praise (BSP) towards Students’ Speaking Performance
ICOPE
EAI
DOI: 10.4108/eai.16-10-2020.2305234
Abstract
Teacher’s behavior plays an essential role in influencing students’ learning. One of teacher’s behavior which mostly appears in a classroom is teacher’s praise, especially Behavior-Specific Praise (BSP) which was firstly conducted by Brophy (1981) to praise students’ specific behavior. However, the use of BSP is still debatable. Some researchers found that praise can affect students positively (Lipnevich & Smith, 2008). Others, in contrast, argued that praise leads to negative effects (Deci, Koestner, & Ryan, 1999). Therefore, these differences motivated this research. It investigated the students’ positive and negative outcomes of teacher’s BSP in terms of speaking performance, also, to explore the teacher’s and students’ responses about BSP during speaking class. A qualitative case study was used as the research design which employed three data collection techniques consisted of document analysis, questionnaires and interview. This work carried out at one of SHS in Bandar Lampung. One teacher and 30 eleventh graders were recuited as the participants. The results showed that BSP were confirmed to motivate the students to improve their speaking ability leading to the positive outcomes. While the negative sides found was that BSP statements were sometimes misunderstood by a number of students. After all, the teacher agreed that BSP statements increased the students’ school-wide expectations.
