IMPLEMENTATION OF A TOKEN ECONOMY TECHNIQUE TO IMPROVE ENGLISH LEARNING ATTENTION AMONG STUDENTS AT LKP ENDEMIC

Abstract

This community service activity reports the implementation of a token economy technique to support attention during English-language learning at LKP Endemic, Warungjayeng, Nganjuk. The activity used a classroom-action-oriented plan–act–observe–reflect framework involving 12 learners. Attention was operationalized through 20 observable indicators grouped into seven dimensions: attention orientation, sustained attention, task engagement, response to instruction, active participation, distraction control, and self-regulation. The intervention combined immediate token delivery, behavior-specific verbal praise, token recording, exchange opportunities, and gradual fading. Descriptive results showed a group mean of 43.92/80 at pre-intervention, 56.08/80 in Cycle I, and 67.75/80 in Cycle II. The absolute increase from baseline to Cycle II was 23.83 points, corresponding to a relative increase of approximately 54.26% from baseline. The largest descriptive improvements were observed in response to instruction, active participation, distraction control, and self-regulation. Cycle I reflection identified the need for more consistent timing of token delivery, more explicit behavior-specific praise, and reduced dependence on external rewards; these changes informed Cycle II through selective token delivery and gradual fading. Because the activity involved a small group without a comparison condition, the findings should be interpreted as descriptive evidence of local implementation rather than as a causal estimate of effectiveness. The findings provide a practical framework for integrating behavioral reinforcement with English-learning activities in a non-formal learning setting.