<![CDATA[Reinforcement is a basic teaching skill that plays an important role in encouraging students' motivation, participation, and positive behavior during the teaching and learning process. In online microteaching, student teachers must adjust the way they give reinforcement to a virtual learning environment that offers more limited interaction than a face-to-face classroom. This study aims to identify the types of reinforcement most commonly used by student teachers and to describe how they implement reinforcement strategies during online microteaching. This study used a descriptive qualitative design. The data were taken from seven video recordings and transcripts of online microteaching sessions conducted by student teachers of the English Education Department at Muria Kudus University. The data were analyzed through identifying, classifying, coding, counting the frequency, and interpreting each reinforcement found. The findings showed 100 occurrences of reinforcement in total. Verbal reinforcement was the most frequently used type, reaching 83%, followed by proximity reinforcement (8%), non-verbal reinforcement (5%), and activity reinforcement (4%), while token reinforcement was not found at all. In implementing reinforcement, the student teachers applied four principles, namely warmth, enthusiasm, variety, and meaningfulness, with warmth being the most dominant principle. These findings suggest that student teachers tend to rely on verbal reinforcement because it is the easiest to apply in online learning, so it is recommended that they begin to vary other forms of reinforcement to make online classes livelier and more engaging for students.]]>
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