ENHANCEMENT OF STUDENT INTEREST TO LEARN USING TOKEN ECONOMY: STUDY ON

(1)

ENHANCEMENT OF STUDENT INTEREST TO LEARN USING TOKEN ECONOMY: STUDY ON

MATHAYOMSUKSA 6/2 AT SOMBOONSARD SCHOOL SONGKHLA THAILAND

BY

FAREEDA SOHOI MBAYE

A dissertation submitted in fulfilment of the requirement for the degree of Master of Education

Kulliyyah of Education

International Islamic University Malaysia

SEPTEMBER 2014

(2)

ii

ABSTRACT

The purpose of this study is to examine types of behaviour reinforced by the token economy. The relationship was investigated through pre-test and post-test. The significance on the academic achievement between students of different genders was also investigated in the study. The quasi-experimental research was carried out with a single – subject reversal design: ABAB design. 21 students consisting of 11 males and 10 females in Mathayomsuksa 6/2 at Somboonsard School, Songkhla, the Southern part of Thailand was selected in the data collection, which were the pre-test and post- test, observation and questionnaire. The closed - ended questionnaire was to explore students’ satisfaction in using token economy. The closed-ended questions were developed using a five point Likert scale and was translated into Thai as a language familiar to most Thais. The result indicated that the peak of frequency of desirable behaviours was on the treatment period (B₁), and (B₂), while, the baseline period (A₁), and reversal (A2) was very low. The statistical analysis reveals that there was a statistically significant increase in the test scores from pre-test to post-test, On the contrary, there was no significant difference in scores for females and males on their achievement improvement. Finally, it was discovered that the token economy seems to be a promising intervention for managing desirable behaviours in the Mathayomsuksa 6/2; it is recommended that other teachers in other subjects should consistently use the token economy to motivate their students during their classroom lessons.

(3)

iii

ثحبلا صخلم

اهززعي تيلا تايكولسلا نم عاونأ ةسارد لىإ ثحبلا اذه فدهي داصتقلاا

لا زمر ى كلذو ،

ب مادختساب ةيزمر داصتقلااو تايكولسلا ينب ةقلاعلا رابتخا ةقيرط

رابتخلاا رابتخلااو يلبقلا

يدعبلا بلاطلا ينب يساردلا ليصحتلا في ةساردلا ةيهمأ رابتخا كلذك تم دقو . روكذلا

ثانلإاو بييرجتلا هبش ثبح يرجأ دقو .

مادختساب ساكعنلاا ميمصت

وهو ،ةنيعلا ةيداحأ

ميمصت و .

ABAB

رايتخا تم ،تانايبلا عجم ضرغل ثحبلل ةنيع ًابلاط

32

: و روكذلا نم

22

ثانلإا نم

21

في "

اكسوسموياتام

"

6/2 (Mathayomsuksa6/2)

م ةسرد دراسنوبموس

(Somboonsard)

- لاكنوس ةيلاوب ،

في ةقطنم يهو دنلايات نم بيونلجا ءزلجا

. تم دقو جم

ع

ا تانايبل ،يدعبلاو يلبقلا رابتخلاا للاخ نم ةبولطلما

ةظحلالماو و

نايبتسلاا

و . دق

ةقلغلما تانابتسلاا ةثحابلا تمدختسا بلاطلا اضر فاشكتسلا

في داصتقلاا مادختسا

ىزمرلا تركيل سايقم مادختساب ةقلغلما ةلئسلأا تعضوو . نم

ةغللا لىإ تجمرتو طاقن سخم

ينيدنلاياتلا مظعلم ةفولأم ةغل اهرابتعاب ةيدنلياتلا .

و ةجيتنلا تراشأ لىإ

نأ د ةور لا ددتر

ا هيف بوغرلما تايكولسل ا

ناك ت جلاعلا ةترف ىلع ،

(B1)

و

(B2)

تناك امنيب ، في ددترلا ةورد

تيلحرم : ساسلأا ةترف )،

A1)

لا ةترفو سكع )

A2)

ضفخنم ًادج ة

. دقف ،كلذ نع لاضفو

فشك رابتخلاا تاجرد في ةيئاصحإ ةللاد تاذ ةدايز كانه نأ يئاصحلإا ليلحتلا

ينب

رابتخلاا لاا يلبقلا

رابتخ يدعبلا و . في يربك فلاتخا كانه نكي لم ،كلذ نم سكعلا ىلع

لا تاجرد ينب

روكذلاو ثانلإاو

في ىدم مهليصتح ينستح .

و ،ايرخأ لىإ ثحبلا لصوت نأ

داصتقلاا ىزمرلا

نكيم نأ نوكي هيف بوغرلما تايكولسلا ةرادلإ ادعاو لاخدت

ا في

اكسوسموياتام

6/2

. ةثحابلا يصوت ،اذلو نيرخلآا ينملعلما

داصتقلاا مادختسا رارمتساب

لا زمر ى ىرخأ داوم في بلاط زيفحتل

ه

م

في

مهسيردت ةترف

.

(4)

iv

APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate in scope and quality, as a dissertation for the degree of Master of Education.

……...

Mohd Burhan Bin Ibrahim Supervisor

I certify that I have read this study and that in my opinion, it conforms to acceptable standards of scholarly presentation and is fully adequate in scope and quality, as a dissertation for the degree of Master of Education.

...

Supiah Saad Examiner

This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education.

………..

Muhamad Zahiri Awang Mat Head, Department of Curriculum and Instruction This dissertation was submitted to the Kulliyyah of Education and is accepted as a fulfilment of the requirement for the degree of Master of Education

………..

Rosnani Hashim

Dean, Kulliyyah of Education

(5)

v

DECLARATION

I hereby declare that this dissertation is the result of my own investigations, except where otherwise stated. I also declared that it has been previously or concurrently submitted as a whole for any other degrees at IIUM or other Institutions.

Fareeda Sohoi Mbaye

Signature……….. Date………..

(6)

vi

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

ENHANCEMENT OF STUDENT INTEREST TO LEARN USING TOKEN ECONOMY: STUDY ON MATHAYOMSUKSA 6/2 AT

SOMBOONSARD SCHOOL SONGKHLA THAILAND

No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright holder except as provided below.

1. Any material contained in or derive from this unpublished research may only be used by others in their writing with due acknowledgement.

2. IIUM or its library will have the right to make and transmit copies (print or electronic) for institutional and academic purposes.

3. The IIUM library will have the right to make, store in a retrieval system and supply copies of this unpublished research if requested by other universities and research libraries.

Affirmed by Fareeda Sohoi Mbaye

…..………. ……….

Signature Date

(7)

vii

Dedicated to my family

for their unconditional love, incessant prayers and never-ending guidance.

(8)

viii

ACKNOWLEDGEMENTS

All praise and thankfulness are due to Almighty Allah, the Most Gracious and the Most Merciful. Peace and blessings be upon Prophet Muhammad, who has guided mankind from the darkness to the light.

I would like to express my very great appreciation to Asst. Prof. Dr. Mohd Burhan Bin Ibrahim as my thesis supervisor for his encouragement and suggestions during the planning and development of this research.

I extend my appreciation to all lecturers at the Institute of Education for the invaluable learning experience they have graciously shared with me. I would like to acknowledge Assoc. Prof. Dr. Yedullah Kazmi, Asst. Prof. Dr. Mohd Burhan Bin Ibrahim, Asst.Prof. Dr. Nor Azian Bt. Md. Noor, Asst. Prof. Dr. Siti Rafiah Abd.Hamid, Dr. Mohyani Razikin.

I also owe my deepest gratitude to Hj. Dawood Tehmamad, the owner of SomboonsardSchool and Mr. FaridTehmamad, the director of the Somboonsard School for facilitating in data collection at the school. So also I would like to thank the students who have participated in this study.

My gratitude also goes to my beloved friends in my university Wiyani, Ilham, Yeehan, Wahidah, Kanlaya and my neighbours at PG block Hafsah Thoheeroh and Shareefah, Hasanah for their moral support to keep me moving to finish this research.

Finally, I would like to express my deepest and everlasting gratitude to my family, Hj.Seydou Mbaye for his support and encouragement. My lovely son Babacar Sidy Mbaye and my lovely daughter Bintou Kadeeya Mbaye. Lastly, to my beloved father Hj. Ibrohem Sohoi and my beloved mother Hj. Fateemah Sohoi for their unconditional love and incessant prayer.

(9)

ix

CHAPTER TWO: LITERATURE REVIEW ... 9

Introduction ... 9

The History of Learning English in Thailand ... 9

The Problems of Teaching English in Thailand ... 11

Problems with the teacher ... 11

Problems with the Student ... 12

Problems with school ... 13

Problem with the Curriculum ... 14

Behavioural Theories of Learning ... 14

Definition of learning ... 14

The Development of Behavioural Learning Theories ... 15

Principles of Behavioural Learning ... 16

The Role of Consequences ... 16

Reinforcers ... 17

Punishers ... 17

Immediacy of Consequences ... 17

Shaping ... 18

Extinction ... 18

Schedules of Reinforcement ... 18

Maintenance ... 19

The role of antecedents ... 20

Reinforcement Theory ... 20

Types of Reinforcement ... 21

Kinds of Positive Reinforcement ... 22

Defining A Token Economy ... 24

Implementing A Token Economy ... 25

(10)

x

Defining Target Behaviours ... 25

Identifying the Item to Use as Tokens ... 26

Identify Backup Reinforcers ... 27

Deciding on the Appropriate Schedule of Reinforcement ... 27

Establishing the Token Exchange rate ... 27

Establishing the Time and Place for Exchanging tokens ... 28

Things to be Aware of while Applying the Token Economy Program ... 28

Advantages and Disadvantages of A Token Economy ... 29

Learning in the Islamic Perspective ... 30

Summary ... 31

CHAPTER THREE: RESEARCH METHODOLOGY ... 32

Introduction ... 32

Research Design ... 32

Subjects of Study ... 33

Instrumentation ... 34

Validity of the Instruments ... 35

Researcher Procedure ... 36

Baseline (^A¹Phase) ... 38

Treatment (^B¹Phase) ... 39

Reversal (^A²Phase) ... 39

Treatment (^B²Phase) ... 40

Analysis of Data ... 41

Summary ... 42

CHAPTER FOUR: ANALYSIS AND RESULTS ... 43

Introduction ... 43

Demographic Profile ... 44

Gender ... 44

Parents’ Educational Background ... 44

Number of Siblings ... 45

Behaviours in Relation to the Use of the Token Economy ... 46

The Difference Between Pre-Test and Post-Test ... 49

The Significant Difference between Students of Different Gender on their Achievement Improvement ... 51

Summary ... 53

CHAPTER FIVE: DISCUSSION, SUMMARY AND RECOMMENDATIONS ... 54

Introduction ... 54

Discussion ... 54

Behaviours related to the use of the token economy ... 54

The relationship between pre-test and post-test ... 55

The significant difference between student of different genders on their achievement improvement ... 56

Summary ... 57

Recommendations ... 57

BIBLIOGRAPHY ... 59

(11)

xi

APPENDIX I: THE TOKEN ECONOMY ... 63

APPENDIX II: THE PRETEST AND POSTTEST ... 64

APPENDIX III: OBSERVATION FORM ... 66

APPENDIX IV: QUESTIONNAIRE ... 68

(12)

xii

LIST OF TABLES

Table No. Page No.

3.1 Experiment pattern and method 40

4.1 The frequency distribution of population according to their gender 44 4.2 The frequency distribution of population according to their parents’

educational background 45

4.3 The frequency distribution of population, according to the number of their

siblings 46

4.4 Frequencies of Students Satisfaction after applying Token Economy 48

4.5 Mean scores of pre-test and post-test 50

4.6 Results of independent T-Test for investigating the relationship between

pre-test and post-test scores 50

4.7 Difference between students of different gender on their improvement of

achievement 51

4.8 Results of Independent Samples T - Test of comparison the significant

between students of different gender on their academic achievement 52

(13)

xiii

LIST OF FIGURES

Figure No. Page No.

1.1 Effective Teacher – Student Interaction 4

2.1 The key elements of the reinforcement theory 21

‎3.1 The research procedure for enhance student learning 37 4.1 The frequency of the desirable behaviours 47

(14)

1

CHAPTER ONE INTRODUCTION

BACKGROUND OF STUDY

If you can speak Thai, you will be able to communicate to 65 million people. If you can speak Malay, you will be able to communicate with 300 million people. However, if you can speak English, you will be able to communicate with people all over the world. Therefore, we cannot deny that English is the universal language of the world.

English also plays an important role in people’s lives as a major influence in the progress of technology and communications.

Based on Association of Southeast Asian Nations (ASEAN) Community (2015), 10 countries in Southeast Asia which are Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, Philippine, Singapore, Thailand, and Viet Nam, that will integrate become one nation that we know as ASEAN, established with many purposes such as, to maintain and enhance peace, security, stability, and future strengthens peace-oriented values in the region, to create a single market and production base which is stable, prosperous, highly competitive and econometrically integrated which effective facilitation for trade and investment, and etc. (Association of Southeast Asian Nations, 2008) that will make a lot of advantages for ASEAN community.

Therefore, there is only one language for ASEAN, which is the English language. As a result, all the ASEAN countries should be more focused on the English language, especially for monolingual countries like Thailand.

(15)

2

In the Basic Education Core Curriculum in Thailand, English is considered as a foreign language. Thus, every student must learn the basic to be competent in listening, speaking, reading, writing, understanding the nuances of language, cognitive, social, economic, political, cultural traditions and to communicate with other nationalities.

However, there are problems in the teaching and learning of English at all educational levels in Thailand, including elementary, secondary and university level.

According to the results of the national basic education (Central Zone) in recent years by The National Institute of Educational Testing Service (Public Organization) or NIETS found that English has a very low passing percentage in every educational level.

There are many reasons that can be the answer to the question “Why are Thai students weak in English?” The simple reason that is because they were never colonized by any western country. Therefore, Thailand is only using one language.

Another reason, is due to the political instability in the country. As a result, the position of the Minister of Education always changes, thus affecting all projects by the government.

Many educators suggested that the Thai curriculum revised in order to prepare students for real life application in the information age. Teaching should accommodate the learners’ development of the four language skills. The reading skill, in particular, is the most important skill in countries that consider English as a second or foreign language learning (Carrell as cited in Thongyon & Chiramanee, 2011).

However, we cannot claim that all the problems are caused by the curriculum and teaching processes only. There are other factors like the students themselves, or the interaction between the teacher and students in the classroom.

(16)

3

Classroom interaction is one primary means by where learning is accomplished in the classroom. Especially in the language classroom, it takes on a special role in that it is both medium which learning is realized and an object of pedagogical attention (Hall & Walsh, 2002). It is similar to Classroom Assessment Scoring System (CLASS, n.d.) stated that interactions are the active ingredient in classrooms. Thus, the interactions between a teacher and learners are very important. According to Silverman as cited in Karmas (2011) stated that

What I hear, I forget. What I hear and see, I remember a little. What I hear, see, and ask questions about or discuss with someone else, I begin to understand. What I hear, see, discuss, and do, I acquire knowledge and skill. What I teach to another, I master. (p.1)

In addition, if we want to improve students' academic achievement and social skill development, we need to focus on how teachers instruct and relate to the student.

The teacher has to know how to use approaches to reach and to teach their students. It is because, when teaching and learning take place, learning attention is important and should be focused on the learning process. It is acknowledged that when the student has motives in learning something, he or she basically has attended. Therefore, it might be said that learners who have attended in learning a subject are those who perform better than those who do not.

Moreover, most importantly, more effective teacher-student interactions and improved teacher outcomes lead to enhanced outcomes for students. The student learn more and develop the social skills necessary for future achievement (CLASS, n.d.) (see Figure 1.1)

(17)

4

Figure 1.1 Effective Teacher – Student Interaction

Another factor which is very important for classroom interaction is students.

Often, learning objective cannot reach the target because the students themselves display some undesirable behaviours in the classroom as experiencing by Mathayomsuksa 6/2 at the Somboonsard School.

The Behaviourist Theory proposes a new form of teaching and learning in order to solve problems. The physiologist who is very famous in the theory which was drawn upon. B. F. Skinner by explains that the best way to understand behaviour is to look at the causes of an action and its consequences. Later on, people have known this approach as an operant conditioning (McLeod, 2007).

One type of behaviour modification approach is the token economy. A token economy is a system of giving positive reinforcement for desired behaviours. It represents one of the most well validated, extensive, non-medical treatments for behaviour disorganized (Glynn, 1990; Gustafson, 1992; Welch, 2008). The approach has been found to be a powerful tool for treating students in Mathayomsuksa 6/2 at the Somboonsard School with their undesirable behaviours in the classroom.

Effective Teacher–

Student Interaction that Impact Student Learning Teacher

Preparation

Ongoing Professionals Development

Curriculum

Evaluation

Improved Teacher Outcomes Social & Academic

Outcomes for Student

(18)

5

Moreover, Matson and Boisjoli (2009) stated that “one of the most important technology, widely used of behaviour modifiers and practical behaviour analysts over the last 40 years has been the token economy.”

STATEMENT OF PROBLEM

Today, according to the researcher’s observation and inquiry for other teachers, it is noticed that the problem of managing pedagogy of students in Mathayomsuksa 6/2 at Somboonsard School are caused by undesirable behaviours from learners, as displayed in the classroom. Consequently, interactions between teachers and learners take place so little that learning achievement could not be measured in class. As a result, it is not known whether learning objectives are achieved or not, or how much can actually be learnt.

The undesirable behaviours include: not coming to the class with their students' book, workbook, pen and dictionary and such, not paying attention during class, late submission of assignments, and not participating in class. These problems cause difficulties in managing learning a setting for teachers.

OBJECTIVES OF THE STUDY

The objectives of the study in Mathayomsuksa 6/2 at Somboonsard School in the academic year of 2013 when using Token Economy method are:

1. To examine types of action of behaviour reinforced by the token economy.

2. To investigate the relationship between pre-test and post-test on the improvement of achievement.

3. To investigate the significance between students of different genders on the improvement of achievement.

(19)

6 RESEARCH QUESTIONS

The study attempts to answer the following research questions:

1. What kind of actions or behaviours are reinforced by the token economy?

2. Are there any differences between the pre-test and post- test scales in the improvement of achievement?

3. Is there any difference between students of different genders on their achievement improvement?

SIGNIFICANCE OF THE STUDY

From the researcher’s point of view, the significance of this study will allow the researcher to access findings in order to test the theory. A theory, however, is only a research tool, it can not be right or wrong; it is either useful or it is not useful (Olson, 2009).

The results of this study will be beneficial in terms of the implementation of the token economy in the English classroom, as well as for teachers who are interested in incorporating the token economy in managing their classroom. Moreover, this study is helpful in solving the problems of undesirable behaviours in the class and able to increase the student achievement.

According to Martin (2005), there are two essential advantages of applying the token economy. First, it can be given immediately after a desirable behaviour (target behaviour) occurs and cashed in at a later time for a backup reinforcer. Second, tokens that are matched with many different backup reinforcers are generalized conditioned reinforcers. Therefore, it does not depend on a specific enhancing and motivating operation for their strength.

(20)

7 LIMITATION OF THE STUDY

This study has two limitations. First, the token economy that can be used in one way only. Either used as a point that can be collected in the final examination, or used as a currency. Then it be exchanged with the teacher immediately. Another limitation is that a student can use the token economy, in the class taught by the researcher only.

DEFINITION OF TERMS

1. Token Economy is one technique of operant approach which is very popular nowadays. The token is a symbol which can be in the form of a sticker, star or any items that the teacher will give to the student when the student displayed desirable behaviour during class. Later, it can be exchanged with the teacher in order to increase desirable behaviour.

2. Token Economy, a token refers pink coloured paper, rectangle size 3.5 x 5 cm, printed with IIUM Mosque’s picture, stamped “prohibit destroy” and signed by the researcher. (See Appendix A) The token can be exchanged to backup reinforcer in 2 ways:

1.1 Used as a point, 1 token equals to 0.5 marks.

1.2 Used as a currency, 1 token equals to 2.5 baht.

The researcher will give the tokens to learners after the learner has shown desirable behaviour in the classroom. It is hoped that the token economy can cause of desirable behaviour and later becoming a regularity in the classroom.

3. Desirable behaviours, refer to the expected behaviour that, the teacher notices from the learners in the classroom which are:

3.1 Coming to the class with their students' book, workbook, pen and a dictionary and etc.

(21)

8

3.2 Paying attention and sitting without disturbing the teacher and other classmates.

3.3 Submitting the assignment on time.

3.4 Participating in the class voluntarily.

4. Enhancement of student interest, refer to tactics that motivates student to pay more attention in learning. There are three instruments for measuring the enhancement of students learning include:

4.1 Pre-test and post test 4.2 Observation form.

4.3 Questionnaire.

SUMMARY

This research is conducted by applying the token economy to examine types of behaviour, to investigate the relationship between pre-test and post-test, to investigate the difference between genders to determine the effect of the token economy in Mathayonsuksa 6/2 at Somboonsard School.

(22)

9

CHAPTER TWO LITERATURE REVIEW

INRODUCTION

This chapter discusses the literature review, which provides the context of the present study. In addressing this issue, the researcher divides the chapter into: the history of learning English in Thailand, the problems of teaching English in Thailand, behavioural theory of learning, reinforcement theory, defining the token economy, implementing a token economy, advantage and disadvantages of token economy, learning in Islamic perspective.

THE HISTORY OF LEARNNING ENGLISH IN THAILAND

Initially, the English language was associated with the United Kingdom only. Soon after, English began to spread to other regions such as North America, Australia and New Zealand, which were at the time under British rule. Aside from this, the spread of the English language was also achieved from industrial, scientific and technological progress, as well as through International Trade. These above mentioned factors have all contributed to the establishment of English around the world as a universal language.

Teaching English in Thailand was introduced under the reign of King Rama V.

Educators recognized the importance of English and promoted the teaching of the language in schools from Pratomsuksa 5 (Primary 5) and this was adopted into the school curriculum in A.D. 1960. It was compulsory for all students studying English up to Matthayom 3 (lower secondary) which totals up to six years of studying English;

(23)

10

however the students proved to find difficulty in learning the language. After much deliberation and discussion, educators decided to make changes in the curriculum as it was discovered students did not possess sufficient maturity to study the foreign language. Thus, a new curriculum was developed, called “lower secondary curriculum A.D. 1978”.

In the new curriculum English is taught in Mathayom 1 (lower secondary) and is an elective course for students. By doing so teachers hope that only students who are sincerely interested attend the class. However, there was the additional problem of English textbooks as all previous textbooks had to be changed.

In this new curriculum there were three alternative language courses for students to choose from, English, French, and German; one had to be selected to fulfil academic requirements. There was, however, a problem that many schools did not have enough teachers to teach these alternative courses. Although language courses were given options to choose from, many schools did not have French or German teachers, only having English teachers available, since English was previously compulsory for all Mathayomsuksa students. Most parents agreed that studying English is necessary and beneficial for students, therefore English was often selected.

However, for schools that only had English teachers, though language subjects were technically an alternative, English was therefore considered as compulsory.

Currently, Thailand is implementing the Basic Education Curriculum A.D.2008. In this English curriculum is taught from a primary school level, Prathom 1 (primary 1). Unfortunately, teaching English in Thailand has proven to have some difficulties. Education First reported its findings for the English Proficiency Index in 2013, which reported that from a working age population of 750,00 people from 60 counties, Thailand ranked 55th.

(24)

11

THE PROBLEMS OF TEACHING ENGLISH IN THAILAND

English teachers need to know and understand the problems associated with teaching English in order to solve current issues as well as help students in the best way possible. Problems associated with teaching English include problems with the teacher, problems related to the student, problems related with the school and lastly, problems related to the curriculum.

Problems with the teacher

The teacher’s knowledge of the English language was inadequate. This may stem from the teachers’ own negligence. Many teachers underestimate the content as being too easy. Whilst teaching, they may face unexpected problems to which they are unequipped to aid students, or perhaps provide solutions for students, which are incorrect, which only further exacerbates students’ misunderstanding. This is especially evident in situations where one teacher teaches all subjects, which is especially common in primary schools. Therefore, teachers with insufficient knowledge of teaching English will transmit inadequate knowledge onto their students.

1. Teachers lack the knowledge on how to teach effectively. It should be understood that different subjects possess different teaching methods.

2. There is also the issue that some teachers lack the self confidence in teaching English. This can be reflected in the teaching methods such as being reserved or uncertain, or through their English pronunciation in fear of not sounding like a native speaker. However, when the teachers themselves are not to articulate words effectively than this often is passed on to the students themselves.

ENHANCEMENT OF STUDENT INTEREST TO LEARN USING TOKEN ECONOMY: STUDY ON