The aims of this study were to know kind of positive reward and punishment did the teacher give in motivating the students, to investigate how the teacher gave positive reward and punishment to students in English classroom, and to find out how the students’ response toward the implementation of positive rewards and punishments strategies. The research applied a qualitative study at SMA Negeri 3 Balikpapan. The subjects of the study were the English teacher and students of 11th of Language Major Department. The data were taken from observation and interview. The observation was conducted in five meetings, whereas the interviews was conducted using Indonesian Language to get deeper information. The result of this research revealed that kinds of positive reward that used by the teacher were social reinforcers, token reinforcers, and activity reinforcers. Whereas, the kinds of positive punishment used by the teacher were aversive activity; including restitution and positive practice, aversive stimuli like verbal reprimand, non-verbal cues, penalty, and time out. The way teacher gave the reward and punishment depended on some aspect that relate to students’ behavior, considered the difficulty degree, and gave the information beforehand. Also, based on the result of interview, the students got more motivated after they were achieving the positive reward and positive punishment. Based on the result above, the researcher suggested the teachers to be creative to make their teaching and learning process more comfortable by choosing the right kinds of reward and punishment for their student. In addition, the result of observation and interviews showed that positive reward and punishment could be an alternative way to increase students’ motivation in the English classroom.