This study aimed at reviwing brown levinson politeness strategies purposed in their book (1978) entitled "POLITENESS (Some Universals in Language Usage)".  Over the past three decades, there has been a significant increase in research on politeness strategies from social and linguistic aspects. This is evident from the many papers that appear on this issue in international journals and monographs. Brown and Levinson (1978) developed a theory to explainphenomena related to the Politeness on verbal communication and non-verbal. This article For methods using a content analysis approach as a qualitative in research. Which has been studied in the book Brown & Levinson  This article is interested in focusing on the types of politeness strategies put forward by Brown and Levinson (1978). This present study sees politeness stretegies proposed by brown and levinson still can be used in current situation related politeness both verbal and non verbal communication.

This journal aims to find the impact of tablet use on students’ mastery of grammar skills. In order to answer the research questions, the authors held the pre-test and post-test for two groups labelled as the experimental group and control group. The experimental group is the groups that using tablet, while the control group is the group that using textbooks in learning grammar. The results of this study show that there is no significant difference between the grammar achievement scores of the students in both groups. The findings also show that the instructor emphasized the influence of tablet use on learner autonomy, digital distraction, and network connection. Students indicated that tablets can be supplementary yet it shouldn’t replace the basic course materials such as textbooks and workbooks.

In listening English there are many moments of misunderstanding where someone says is captured into a different meaning by the listener. Why is this so common? This is because many people do not use the right strategy in listening or even many people who do not know the various strategies in listening skills. In listening, a strategy that is appropriate for the situation is needed. In the selected paper putting a data using qualitative method, listening logs collected from35 undergraduate students were evaluated for the effects as perceived by listeners - of three types of cognitive strategies, such as, interest management, asking pre-questions, and elaboration techniques. The results support the hypothesis that these strategies, when appropriately adapted to the listening context, facilitate information processing from listening.Using the right strategies in the right time of listening can increase one's power in listening to something, process information quickly and also receive information faster than those who do not use the strategy in listening. A listener can do little to change the attractiveness of the material or of the speaker, but he or she can reflect on his or her subjective perception and evaluation of the topic. Interest is determined by a set of emotional, evaluative, and cognitive decisions that a person has made on a topic (Krapp, 1992). Active interest building can be initiated by redefining the current person-topic relation on the emotional, evaluative, cognitive level. The question is how individuals build interest in a topic and what behavioral and cognitive effects ensue.This strategies can be used for all people whether it is students and even people who work, the diversity of strategies in listening is very helpful for the learning and teaching process and even helps students who have difficulty in problems difficult to receive and process information properly.

One strategy that is often carried out by music educators to increase engagement during music listening activities is the guided listening strategy. In facilitating some forms of cognitive and emotional involvement, according to previous research, this strategy did help. However, not many know about how this strategy can function for music from a different style or how it can affect attention, emotions, and peak experience effectively when listening. General findings indicate that the most important factor in increasing music involvement is presenting several types of goals, both during and at the end of listening, regardless of the style of music or listening strategies used during the task. In this study, these factors were investigated through the lens of the three strategies examined previously, namely, index of disturbance, labeling of music elements, and directed listening. Furthermore, the implications of using listening strategies during academic settings will be discussed.

Motivation is the key factor in learning process. Both extrinsic and intrinsic types of motivation are needed for better learning. Intrinsic motivation is more essential than extrinsic motivation. It is intrinsic motivation that urges a learner to learn with devotion, enthusiasm, concentration and with remarkable outcomes. This case study has been conducted to highlight the role of both types of motivation and draws conclusion how intrinsic motivation is more helpful in the learning.The movie, ‘3 Idiots’ has been ‘semiotically’ analyzed to investigate the theme of motivation in the process of learning. The analysis has been done by using semiotic model of signification by Ferdinand de Saussure. The images in the movie have been selected for the semiotic analysis. All of the main characters are, in one way or the other motivated, or not, towards the learning process.