The development of religious characters and local wisdom in an English textbook is an effort to develop students’ English competence without ignoring their religious values and culture in English communication. The purpose of this current study is to design an EFL teaching textbook based on religious characters and local wisdom that can be appropriately used for Islamic higher education at Universitas Islam Negeri Imam Bonjol Padang, Indonesia. Research and Development type was used to design the textbook in four stages, namely, need analysis, designing textbook, try-out, and textbook revision. The observation, questionnaires, and interviews were used to collect the data. The findings revealed that textbook development resulted in eight chapters with the various themes of religious characters and local wisdom. Each chapter consists of English skills including listening, speaking, reading, writing, and grammar. The results of the textbook validations from four English language experts and learners revealed that the score was 3.53 (88.5%) within the interval of 1 to 4 and it is sorted out into a ‘strongly agree’ category. The textbook based on religious characters and local wisdom provides the students with particular challenges to respond or communicate while exploring their local cultures and practices. To find out the effectiveness of that textbook, it is recommended that an experimental study should be conducted by future researchers.

This study aims to investigate code mixing and code switching used by English teachers in EFL classrooms. There are two major focuses in this study; the type of dominant code mixing and code switching used by the teachers. A qualitative study was used where the data were teachers’ language classroom gained by observing their classroom practices and utterances obtained through in-depth interviews. The result shows that there were three kinds of code mixing found in teachers’ and students’ utterances in EFL classroom. They were intra-sentential code mixing, intra-lexical code mixing, and pronunciation shifting. The study also found that there were four kinds of code switching found in teachers’ and students’ utterances. They were random mixing, English-Indonesian translation or vice versa, English precedes Indonesian or vice versa, and English sentences precede Indonesian sentences or vice versa. It indicated that code mixing and code switching cannot be separated in English language teaching and learning process. This study has proved that the English teachers used code mixing and code switching in teaching speaking in some types.

When observed the children's learning and their development, teachers need to understand what they see. The process of observing, noting, and recording, with the support of record like the Primary Language Record, helps to develop powers of observation, but also directs attention to what is significant in a child's behavior. The frameworks present in the Record help to structure these observations and provide the basis for a developing profile of a child's strengths and need as a learner. There are five dimensions form part of a continuum of learning; they go on being important and developing throughout a person's life as a learner: Confidence and independence, Experience, Strategies, Knowledge understanding, and reflectiveness. Classroom context is also considered for the young learners in opportunities and experiences.Abstrak: Ketika mengamati perkembangan dan pembelajaran anak-anak, para guru juga harus memahami apa yang mereka lihat. Proses mengamati, mencatat, dan merekam yang dibantu dengan alat perekam bahasa, meningkatkan kualitas pengamatan, dan juga memberikan data yang signifikan tentang prilaku anak. Hasil rekaman membantu pendidik untuk membuat profil kelebihan dan kebutuhan anak-anak yang sedang diamati. Terdapat lima dimensi pembelajaran bahasa, yaitu: anak-anak berkembang seiring dengan kehidupannya sebagai siswa, percaya diri dan kebebasan, pengalaman, strategi, pemahaman terhadap ilmu pengetahuan, dan refleksi. Suasana kelas juga sangat mendukung siswa untuk mengembangkan pengalaman dan kesempatan belajar.

Abstract-This paper is to discuss the utilizing guessing games in enhancing students' speaking skill in authentic assessment at grade IX State Junior High School 1 Padang. According to Burns and Joyce (1997), speaking is an interactive process to build meaning which covers producing, receiving, and processing information. Widdowson (2011) said speaking is an oral productive skill which happens face to face between speaker and hearer. Assessment is a way with questions to seek and to get the answer about what students should know, what the institution contributes to student growth, how learning can be improved. Callison (1998) states that authentic assessment is an evaluation that consists of various forms of performance measurements reflecting the students' learning, achievement, motivation, and attitudes on instructionally-relevant activities. In this discussion, a way has been chosen is guessing game. Wright (1976) stated Guessing games can be good authentic assessment for speaking skill because it helped students to be active to speak and their friends can guess their games. It also contributes to an easier understanding of their pronunciation. It helped the students got some benefits in guessing games. They can improve their speaking and they can enlarge their vocabulary, can make their pronunciation and intonation better. It supported by Alex Case (2000), guessing game is a game/ an object to guess some kinds of information. It is stated that the games attract students' interest , motivation, stimuli to involve in teaching learning process without any doubtless.

Lack of students’ mastery of grammar and limited number of vocabulary have been identified assources of their low competence in EFL Learning to speak in West Sumatra Senior High Schools.Therefore, a constant effort to develop these two essential elements needs to be conducted especiallyin rural areas where advance technology of information is almost inaccessible. To deal with the issue,we have implemented Retelling technique to Grade X at Senior High School 1 Hiliran Gumanti. Agroup of science class (N=48) have been chosen to be the experimental and control groups. A typicaltreatment for the experimental class began with scaffolding the text. Discussion was focused onelements of text and in groups of four or five students, teacher encouraged the students to retellanother story. After 15 minutes discussions, each group was encouraged to retell the story startingfrom the first member (story-teller) and continued to the other members till the end of the story. Someextra pictures were accompanied the students to help them of the events. After several meetings, bothclasses were tested to retell another story. Post test scores of the groups were compared toinvestigate the difference. The finding showed that mean score of post test of experimental class was73.25, higher than control class (66.58). Meanwhile, standard deviation of experimental class washigher than control class (sd= 6.79>66.58). While t-calculated was 3.71 and t-table 1.678 witha=0.05 and degree of freedom 46 greater than t-table (3.71>1.678) meaning that students’ betterspeaking skills were mainly due to the application or effects of Retelling technique.

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Abstract-This paper discuses the enhancing of students' speaking skill through concept mapping strategy. Speaking skill is one skill to be mastered by university students especially in Speaking III. In this subject, students expressed his thoughts, ideas, opinions, and feelings to others verbally. In other hand, Speaking requires that learners not only know how to produce specific skills of language such as grammar, pronunciation, or vocabulary, but also they understand when, why and in what ways to produce language, level identified three autonomous processing stages in speech production: (1) conceptualizing the message, (2) formulating the language representation, and (3) articulating the message. Concept mapping is been chosen to help them. Concept mapping is a strategy of organizing thoughts in a manner which allows them to flow clearly and logically. The important of concepts many researches such as Skinner, Piaget, and Gagne, believe that concepts and the clarity of them are considered to be essence of any discipline. It added by Novak, Concept Mapping is a strategy for visually representing the structure of information how within a domain are interrelated. The use of concept mapping can give a way to students in representing knowledge. It stated with this strategy, they can help to enrich vocabulary which they need to deliver. In order to achieve this objective, students have been assigned to make concept mapping every meetings. It found there is an enhancing of using concept mapping on developing the learning outcome effectively for speaking

Teachers have to do several actions in the class such us encouragement, reinforcement, reward, and punishment. In this case researchers focuses on reinforcement. One of the class managements’ indicator is teacher gives reinforcement and feedback to students’ responses and students’ achievement as long as Learning Process. The study aims to identify teachers’ reinforcement in English Learning Process at Senior High School 1 Padang. A quantitative research was used where the data taken from questionnaire. It was focused on positive and negative reinforcement that used in English Learning Process and any significant correlation of teacher’ reinforcement and students’ achievement. The data was analyzed by using Pearson correlation. Based on the statement above, it can be concluded that all of the positive and negative reinforcement used by English teacher at Senior High School 1 Padang and the mostly used is positive reinforcement. The finding is there is significance correlation of teachers’ reinforcement and students’ achievement in English Learning Process.  All of the teachers are expected that using reinforcement in English Learning Process due to increased the students’ achievement