Nama : Alya Mahastra Putri

NIM : 2001010023

Subject : ELT

A. Direct Quotation

No. Original text Narrative Citation Parenthetical Citation

1. The definition of praise Ferguson (2013) contended “The definition of praise is
is to express approval or that “The definition of to express approval or
admiration of; commend; praise is to express approval admiration of; commend;
extol (Dictionary.com). or admiration of; commend; extol (Dictionary.com).
Within the classroom this extol (Dictionary.com). Within the classroom this
would mean to express Within the classroom this would mean to express
positive teacher affect. would mean to express positive teacher affect.”
positive teacher affect. (Ferguson, 2013, p.35)
(p.35).
2. Many teachers attempt to According to Rachman and Clearly, “Many teachers
use praise as a form of Nur (2017) Many teachers attempt to use praise as a
positive reinforcement in attempt to use praise as a form of positive
order to motivate form of positive reinforcement in order to
students to achieve and reinforcement in order to motivate students to achieve
behave in positive ways. motivate students to achieve and behave in positive ways.
and behave in positive “(Rachman & Nur, 2017,
ways. (p.57) p.57)
3. One of the greatest Rachman and Nur (2017) Clearly, “One of the greatest
frustrations mentioned said that “One of the frustrations mentioned by
by many teachers for greatest frustrations many teachers for many
many years is that their mentioned by many years is that their students
students are often not teachers for many years is are often not motivated to
motivated to learn. that their students are often learn. Teachers quickly come
Teachers quickly come to not motivated to learn. to recognize the warning
recognize the warning Teachers quickly come to signs of poor motivation in
signs of poor motivation recognize the warning signs their classroom: students put
in their classroom: of poor motivation in their little effort into homework
students put little effort classroom: students put and class work assignments,
into homework and class little effort into homework slump in their seats and fail
work assignments, slump and class work assignments, to participate in class
in their seats and fail to slump in their seats and fail discussion, or even become
participate in class to participate in class confrontational toward the
discussion, or even discussion, or even become teacher when asked about an
become confrontational confrontational toward the assignment.” (Rachman &
toward the teacher when teacher when asked about Nur, 2017, p.55)
asked about an an assignment. (p.55)
assignment.
4. Reward is one of the Firdaus (2015) contended Clearly, “reward is one of
teaching tools that can that “ reward is one of the the teaching tools that can
 improve student’s teaching tools that can improve student’s
motivation in learning improve student’s motivation in learning
something. Rewards can motivation in learning something. Rewards can be
be categorized into something. Rewards can be categorized into intrinsic and
intrinsic and extrinsic categorized into intrinsic extrinsic rewards. The
rewards. The example of and extrinsic rewards. The example of external reward
external reward are example of external reward are tangible, verbal like
tangible, verbal like are tangible, verbal like praise, informational and
praise, informational and praise, informational and controlling” (Firdaus, 2015,
controlling. controlling” (p.29) p.29)

5. In defining motivation, it According to Henderlong Clearly, “In defining

is important to draw a and Lepper (2002) “In motivation, it is important to
distinction between defining motivation, it is draw a distinction between
intrinsic motivation, important to draw a intrinsic motivation, which
which refers to distinction between intrinsic refers to engagement
engagement motivated motivation, which refers to motivated by pleasure or
by pleasure or engagement motivated by enjoyment, and extrinsic
enjoyment, and extrinsic pleasure or enjoyment, and motivation, which refers to
motivation, which refers extrinsic motivation, which engagement motivated by
to engagement motivated refers to engagement external pressures or
by external pressures or motivated by external constraints” (Henderlong &
constraints. pressures or Lepper, 2002, p.775)
constraints.”(p.775)
6. IN EDUCATIONAL According to Kakinuma et It is true that “IN
CONTEXT, praise is a al., (2022) “IN EDUCATIONAL
popular tool. For EDUCATIONAL CONTEXT, praise is a
example, a teacher may CONTEXT, praise is a popular tool. For example, a
praise a student for his or popular tool. For example, a teacher may praise a student
her test score in the teacher may praise a student for his or her test score in the
classroom, or students for his or her test score in classroom, or students may
may praise their friend the classroom, or students praise their friend when he
when he or she shows may praise their friend or she shows good
good performance in when he or she shows good performance in group work.”
group work. performance in group (Kakinuma et al., 2022,
work.”(p.634) p.634)
7. Many studies have found According to Brummelman Clearly. “Many studies have
that receiving effort- et al., 2014; Mueller & Dweck, found that receiving effort-
focused praise positively 1998 as cited in Kakinuma focused praise positively
affected motivation, while et al., (2022) “Many studies affected motivation, while
receiving ability-focused have found that receiving receiving ability-focused praise
praise negatively affected effort-focused praise negatively affected
motivation. positively affected motivation, motivation.”(Brummelman et
while receiving ability-focused al., 2014; Mueller & Dweck,
praise negatively affected 1998 as cited in Kakinuma et
motivation.” (p.635) al., 2022, p.635)
B. Paraphrase

No. Original text Narrative Citation Parenthetical Citation

1. The definition of praise Ferguson (2013) argued that Praise is to express
is to express approval or praise is to express appropriately an approval or
admiration of; commend; appropriately an approval or admiration that has a
extol (Dictionary.com). admiration that has a positive impact, especially in
Within the classroom this positive impact, especially the classroom (Ferguson,
would mean to express in the classroom.” 2013).
positive teacher affect.
2. Many teachers attempt to Rachman and Nur (2017) Motivating students is an
use praise as a form of believed that motivating important strategy in
positive reinforcement in students is an important classroom management that
order to motivate strategy in classroom is familiar among teachers
students to achieve and management that is familiar (Rachman & Nur, 2017).
behave in positive ways. among teachers.
3. One of the greatest One of the biggest One of the biggest
frustrations mentioned challenges many teachers challenges many teachers
by many teachers for have experienced over the have experienced over the
many years is that their years is that their students years is that their students
students are often not are often unmotivated to are often unmotivated to
motivated to learn. learn, such as students make learn, such as students make
Teachers quickly come to little effort to complete little effort to complete
recognize the warning homework, sit sluggishly homework, sit sluggishly
signs of poor motivation and do not actively and do not actively
in their classroom: participate in group participate in group
students put little effort discussions, observed discussions (Rachman &
into homework and class Rachman & Nur (2017). Nur, 2017).
work assignments, slump
in their seats and fail to
participate in class
discussion, or even
become confrontational
toward the teacher when
asked about an
assignment.
4. Reward is one of the Firdaus (2015) argued that The teacher could increase
teaching tools that can the teacher could increase their student's motivation in
improve student’s their student's motivation in learning by giving them
motivation in learning learning by giving them praise consisting of intrinsic
something. Rewards can praise consisting of intrinsic and extrinsic praise (Firdaus,
be categorized into and extrinsic praise. 2015).
intrinsic and extrinsic
rewards. The example of
external reward are
tangible, verbal like
praise, informational and
controlling.

5. In defining motivation, it Henderlong and Lepper Motivation divided into two

 is important to draw a (2002) stated that parts. There are intrinsic and
distinction between motivation divided into two extrinsic motivation.
intrinsic motivation, parts. There are intrinsic Intrinsic motivation, which
which refers to and extrinsic motivation. refers to engagement
engagement motivated Intrinsic motivation, which motivated by enjoyment.
by pleasure or refers to engagement While extrinsic motivation,
enjoyment, and extrinsic motivated by enjoyment. which refers to engagement
motivation, which refers While extrinsic motivation, motivated by constraints
to engagement motivated which refers to engagement (Henderlong and Lepper,
by external pressures or motivated by constraints. 2002)
constraints.
6. IN EDUCATIONAL In the world of education, In the world of education,
CONTEXT, praise is a praise is a popular tool used praise is a popular tool used
popular tool. For by a teacher to praise by a teacher to praise
example, a teacher may students, for example when students, for example when
praise a student for his or their class test scores are their class test scores are
her test score in the good or when students show good or when students show
classroom, or students good performance in group good performance in group
may praise their friend work, Kakinuma et al., work, (Kakinuma et al.,
when he or she shows (2022) has explained. (2022)
good performance in
group work.
7. Many studies have found Brummelman et al., 2014; In studies such as by
that receiving effort- Mueller & Dweck, 1998 as Brummelman et al., 2014;
focused praise positively cited in Kakinuma et al., Mueller & Dweck, 1998 as
affected motivation, while (2022) have found that cited in Kakinuma et al.,
receiving ability-focused receiving praise focused on 2022 have found that
praise negatively affected effort has a positive impact receiving praise focused on
motivation (e.g., on motivation, whereas effort has a positive impact
Brummelman et al., 2014; receiving praise focused on on motivation, whereas
Mueller & Dweck, 1998. ability has a negative receiving praise focused on
impact on motivation. ability has a negative impact
on motivation.