The purpose of this study is to reveal the representation of women workers in newspaper news discourse that follows the nationalist-secular ideology and the Islamic ideology perspectives. The method of this research is a qualitative content analysis that views the text as a symbolic message and it requires interpretation according to the context. Complementing the research method, a critical discourse analysis approach is also used. The subjects of this research are female workers found in newspaper news discourse that carries the values of Islamic ideology and newspapers that carry nationalist-secular ideology. Data were analyzed through critical discourse analysis techniques in the following steps: (a) description; (b) interpretation; and (c) explanation. This research still considers checking the reliability and the validity. Data analysis is also complemented by confirmation of linguists and peers (triangulation of sources). The main findings of this study show that the practice of discourse in the RM newspaper which follows the nationalist-secular ideology perspective represents marginal women. By the RM newspaper, the representation is used as a plea for the actions and trait of male actors or employers. The motive revealed from this phenomenon is to follow the demand of the market. On the other hand, the newspaper R, which tends to follow Islamic ideology perspective, represents the motive of advocacy for women workers. This is the implication of the values of Islamic ideology carried out by the R newspaper as mentioned in its vision and mission. The findings are also the antithesis of the view that Islam isolates women in the social sphere of society.

Examining stand-up comedy humor discourse in local perspective in Indonesia is fascinating due to its uniqueness and complexity. This kind of discourse has some specific characteristics in terms of its creation and language use. A qualitative study was conducted with the data source from stand-up comedy records staged in 2016 by the stand-up comedy local community in Kendari, Southeast Sulawesi. The data were reduced to obtain the funniest humor discourse. Furthermore, the data were analyzed based on the creation technique and the construction elements of humor discourse in terms of linguistic and non-linguistic context. The research findings showed that the creation technique and the construction elements of stand-up comedy humor discourse in local perspective in Indonesia were in line with the general concepts and theories of humor discourse creation techniques namely: (a) rhetoric, (b) tone variation, (c) irony, (d) language misunderstanding, (e) wordplay, (f) verbal jokes, (g) sarcasm, (h) satire, (i) sexual satire, and (j) deception. In addition, the results confirmed that the most widely used of creation techniques were rhetoric, wordplay, and deception. The three techniques are more pronounced than other techniques due to the local comics circumscribed public speaking capability.

:Adapun permasalahan dalam penelitian ini adalah bagaimanakah penggunaan pronomina persona dalam karangan narasi siswa kelas IX.10 SMP Negeri 1 Kendari? Penelitian ini bertujuan untuk mendeskripsikan penggunaan pronomina persona dalam karangan narasi siswa kelas IX.10 SMP Negeri 1 Kendari. Adapun karangan narasi yang diteliti sebanyak dua puluh lima karangan. Metode yang digunakan dalam penelitiaan ini adalah metode deskriptif kualitatif. Setelah data terkumpul kemudian dideskripsikan dalam bentuk tabel dan kata-kata. Dari dua puluh lima karangan narasi tersebut, penggunaan pronomina persona dalam karangan narasi siswa yang tepat  dalam penerapannya yaitu pronomina persona pertama yang menunjukan makna tunggal (saya, aku, dan -ku,), pronomina persona pertama yang menunjukkan makna jamak (kimi), pronomina persona ketiga yang menunjukkan makna tunggal (Ia, dia, dan –nya), pronomina persona ketiga yang menunjukkan makna jamak (mereka) penggunaan pronomina persona tersebut sudah tepat dalam penerapannya, sesuai dengan konteks dan pengertian pronomina persona. Penggunaan pronomina persona yang tidak tepat terdapat pada pronomina persona pertama yang menunjukkan makna jamak ( kita). Pronomina persona kedua yang menunjukkan makna tunggal (engkau, kamu, mu, kau-) dan pronomina persona kedua yang menunjukkan makna jamak (kalian, kamu sekalian, anda sekalian). Tidak digunakan didalam karangan narasi siswa.   Kata kunci: Pronomina Persona; Karangan Narasi

This research attempted to examine whether there is any statistically significant relationship between reading anxiety and students in reading comprehension. Additionally, it also analyzed the level of reading anxiety experience among students in reading comprehension among 95 students of second semester of English department of Halu Oleo University. The results revealed that a statistically significant relationship was found between reading anxiety and students reading comprehension and most of students frequently experienced average level of reading anxiety in their reading comprehension.

Teachers" skills in applying scientific approach are generallystill poor. For this reason, the application of scientific approach needs to be reinforced in order to ensure that the characteristics of the approach appear in learning. Findings of this study show that the reinforcements must be provided on five main learning experiences, namely (a) observing, (b) questioning, (c) experimenting, (d) associating, and (e) communicating. In particular, the reinforcements need to be focused onthese aspects: (a) meaningfullearning process, (b) teacher"s ability in increasing learners" reasoning skills, (c) teacher"s ability to improvise with different teaching methods, (d) a learning that is oriented towards measurable results, (f) teacher"s ability in giving drills and exercises systematically, and (h) teacher"s ability in documenting learner"s progress. In addition, teachers are required to make themselves very familiar with some learning models that are compatible with the scientific approach, including (a) inquirylearning, (b) discoverylearning, (c) project-based learning, and (d) problembased learning.Copy Right, IJAR, 2017,. All rights reserved. …………………………………………………………………………………………………….... Introduction:-Scientific approach is one of the essentialcomponents of 2013 curriculum. However, teachers at all tiers of education are still experiencing difficulties in applying the approach. To make matter worse, our governmentsboth at local and national levelhave been unable yet to disseminate the scientific approach in a systematic way. A particularly serious problem is teacher"s poor ability in applying the scientific approach in classrooms. This is indicated by the findings that: (a) teaching are still centered on teachers, (b) one-way learning is prevailing, (c) there is no utilization of network, (d) students are not encouraged to actively conduct research, (e) the learning focus is on cyber world, (f) learning is individual, (g) knowledge is too general and mostly inapplicable in the real life, and (h) there is only one type of stimulation. To deal with these undesirable conditions, teachers" applications of scientific approach need to be reinforced so that the advantages of scientific approach can be manifested in the classrooms. The advantages of the approach gained by this study are in line with what have been revealed by A. Machin(2014:28-35), who points out that the scientific approach can: (a) increase intellectual skills, (b) build students" problem-solving skills, (c) make students regard their learning as a need, (d) promote good learning results, (e) train students how to communicate their ideas, and (f) improve students" personal characters.