From Punitive to Supportive: Exploring the Role of Positive Reinforcement in Student Engagement among Junior High School Students

In many educational contexts, classroom disciplinary practices are often dominated by punitive approaches, in which mistakes are responded to criticism or punishment in the name of maintaining order and discipline. Such practices may discourage participation, reduce students’ confidence, and limit meaningful engagement, particularly in English as a Foreign Language (EFL) learning where students are already vulnerable to anxiety and fear of making mistakes. However, alternative approaches that emphasize support rather than punishment remain underexplored, especially in relation to their broader impact on classroom dynamics. Grounded in Behaviourist theory by Skinner, this study investigates whether and how Positive Reinforcement enhances student engagement in EFL classrooms. A sequential explanatory mixed-method design was employed involving 105 junior high school students in Indonesia. Quantitative data were collected through pre- and post-surveys, followed by qualitative interviews with five students to further explain the statistical findings. The quantitative results showed a statistically significant improvement in students’ engagement (p < .001) after the implementation of Positive Reinforcement, with a large effect size (r = 0.86), indicating a strong practical impact. The qualitative findings further revealed improvements in five major areas: (1) behavioural engagement, (2) cognitive engagement, (3) emotional safety and confidence, (4) peer interaction and communication, and (5) student-teacher relationships. These findings suggest that shifting from punitive to supportive practices not only enhances individual student engagement but also contributes to the development of more positive and supportive classroom dynamics in EFL learning environments.