Classroom management is certainly concerned with behavior to create and maintain an effective learning experience. The effective classroom management includes the give of rewards and punishments. Therefore, giving rewards and punishments is important in order to increase students’ motivation in EFL classroom. The purpose of this study is to analyze the types of reward and punishment as well as looking at the possible reasons that use by the teachers. This study employed qualitative research method. The subjects of this research are 3 teachers from Junior high school in Padang. The data were collected through the observation sheets and stimulated recall interviews (SRI). The findings show that (1) teachers mostly used the type of praise (49%) in giving spoken rewards and also teachers mostly used the type of nonverbal cues (54%) in giving spoken punishments. (2) The reasons that teachers give spoken rewards are to enhance students’ enthusiasm in learning English and to increase students’ motivates in learning process. Meanwhile, the reasons that teachers give spoken punishments are to change students’ behavior and to make students afraid to repeat the same mistakes during learning English. Therefore, it can be concluded that the types of spoken rewards and spoken punishments that mostly used by teachers are the first types are Praise and Use nonverbal cues. As a result, there are several reasons teachers give spoken rewards and spoken punishments to the students.

The objectives of the research are: (1) to identify whether using youtube are more effective than using audio in teaching listening skill; (2)To identify whether there is an interaction between Youtube and Audio on listening skill. The research was conducted at IKIP-PGRI Pontianak. The population of the research was the second semester students in English Study Program. The sample of the research was A Morning class who were taught by using Youtube and the B Morning class who were taught by using audio. The data were in the form of quantitative data taken from the listening comprehension test to know the students" listening skill. The researcher analyzed the data by using Analysis of Variance (ANOVA). The results show that: (1) Youtube are more effective than audio toward students" listening skill at the second semester students of IKIP PGRI-Pontianak in the academic year of 2017/2018; (2) There is no interaction between the Youtube and Audio toward listening skill at IKIP PGRI-Pontianak in the academic year of 2017/2018. The result imply that: (1) The lecturer is suggested to use youtube as a media or supporting media to their students in teaching listening;(3) The implementation of two different media in teaching listening comprehension gives the different learning result.

Lancang Kuning, it was found that the students had low speaking skills. One of the factors was the students' hesitation in making mistakes especially mistakes in grammar.The aim of this research was to improve the students' low speaking skills by using Visual Aid. It was classroom Action Research which had been conducted in three cycles. The participants of this research were the students of the English Education Department of Education and Teachers Training Faculty of Universitas Lancang Kuning. It was found that there was improvement of the students' speaking skills under the use of Visual Aids within three cycling process or fifteen meetings. In conclusion, Visual Aids can help the students to improve their speaking skills at the second year students of

Indonesia eThis qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytica chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them. The result of this research shows that the able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students' texts with the percentage of occurring t ellipsis dan substitusi just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object sentences. Of 1104 times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times Key words/phrases:Penelitian kualitatif ini dil kohesi gramatikal dan untuk membandingkan frekuensi tepat dan tidak tepat dari tipe siswa dalam menulis nyaman dengan memilih hanya 34 siswa kelas dua SMAN 7 Padang. Data dikumpulkan dari teks Hasil penelitian in Abstract This qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytical exposition text. The subjects of this research were chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them. The result of this research shows that the students are able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students' texts with the percentage of occurring those types were 62.77% and 31.88%. In adi ellipsis dan substitusition, each of them gives contributes to students text just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times. : Grammatical Cohesive Devices, Analytical Exposition TextAbstrak enelitian kualitatif ini dilakukan untuk menggambarkan tipe-tipe piranti gramatikal dan untuk membandingkan frekuensi penggunaan yang tepat dan tidak tepat dari tipe-tipe piranti tersebut yang digunakan oleh siswa dalam menulis teks eksposisi analitik. Subyek penelitian ini dipilih nyaman dengan memilih hanya 34 siswa kelas dua SMAN 7 Padang. Data dikumpulkan dari teks-teks eksposisi analitik yang ditulis oleh mereka. Hasil penelitian ini menunjukkan bahwa siswa menggunakan pira This qualitative research was conducted to describe the types of grammatical cohesive devices and to com...

Teaching strategy is necessary for the teaching and learning process. It is used as a way to present learning content in a way that engages the learners. It is assumed that applying appropriate teaching strategies has a positive impact on students' achievement. This study aimed to analyze students' perceptions of teacher's teaching strategy and its effect on students' achievement in learning English. This study was an Ex-post Facto study. The population of this study was the students who had studied English as a general subject at Universitas Negeri Padang in the academic year of January-June 2019. Cluster random sampling was used with 150 students as the sample of this study. Then, for collecting the data, two questionnaires and documents of students’ final scores were used as the instruments. The data was analyzed by using a Likert-type scale and regression linear statistical analysis through IBM SPSS Statistics 22 Software. The results showed that generally, students' perception of the teacher's teaching strategy was High. Then, based on the statistical analysis, it was found that thevalue of F-count was lower than F-table. It meant that the null hypothesis (H0) was accepted, and the alternative hypothesis (Ha) was rejected. Thus, there was no significant effect of student's perception of teaching strategy towards students' achievement in learning English as a general subject.