Penerapan Token Economy dalam Meningkatkan Motivasi Belajar Bahasa Inggris Murid Kelas VIII dengan Kesulitan Membaca di Kelas Inklusif

Ayu Agustina; Fery Muhamad Firdaus

Authors

Ayu Agustina Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia
Fery Muhamad Firdaus Program Studi Magister Pendidikan Luar Biasa, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta, Indonesia

Keywords:

Bahasa Inggris, Kelas Inklusif, Kesulitan Membaca, Motivasi Belajar, Token Economy

Abstract

Penelitian tindakan kelas ini bertujuan mendeskripsikan penerapan teknik token economy dalam pembelajaran Bahasa Inggris di kelas inklusif serta menganalisis peningkatan motivasi belajar murid kelas VIII yang mengalami kesulitan membaca. Penelitian menggunakan model spiral reflektif Kemmis dan McTaggart yang dilaksanakan dalam dua siklus di SMP Negeri 2 Bengalon, Kutai Timur. Subjek penelitian terdiri atas tiga murid kelas VIII B yang teridentifikasi mengalami kesulitan membaca berdasarkan Phonological Awareness Test, Oral Reading Fluency Test, dan tes pemahaman kosakata dasar. Data dikumpulkan melalui observasi, angket motivasi belajar model ARCS, tes diagnosis, jurnal refleksi, dan catatan lapangan, kemudian dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa penerapan token economy dengan target perilaku terdiferensiasi efektif meningkatkan motivasi belajar Bahasa Inggris. Persentase motivasi berdasarkan observasi meningkat dari 34,72% pada pra-tindakan menjadi 54,86% pada Siklus I dan 79,17% pada Siklus II. Hasil angket juga meningkat dari 35,83% menjadi 77,91%. Penerapan protokol fading melalui jadwal penguatan intermiten pada Siklus II membantu mengurangi ketergantungan terhadap penguatan eksternal dan mendorong berkembangnya motivasi sosial serta intrinsik. Teknik token economy direkomendasikan sebagai strategi penguatan positif untuk meningkatkan motivasi belajar murid berkebutuhan khusus di kelas inklusif.

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