<p>This study examines the interpersonal meaning realized in the lyrics of Christina Perri’s Album “Lovestrong” and the contribution for teaching of a modern English grammar. It will be easier and more interesting to analyze the interpersonal meaning through the literary works that we hear everyday such as song lyrics.The objectives of this study are to describe the interpersonal meaning realized in the lyrics of Christina Perri’s Album “Love strong”, to know the most dominant Mood Types and Speech Roles, to describe the Modality realized in those lyrics and to describe the contribution of interpersonal meaning in the lyrics of Christina Perri’s Album “Love strong”. The design of the research was descriptive qualitative. The main sources of data in this research were the lyrics of Christina Perri’s Album “Love strong”. There were five song lyrics that the writers analyzed in this study. The analysis of the data used the following steps: those followings, listened to the songs, found the printed lyrics of the songs, analyzed the clauses based on the Mood-Residue elements and found the Modality through Modal Finite and Mood Adjunct. Next step, the writer classified the clause to get the most dominant of Mood Types and Speech Roles. The last, the writers drew the conclusion of this study.  The results of data analysis shows that the interpersonal meaning in the lyrics of Christina Perri’s Album “Love strong” realized in the wordings of the clause if analyzed based on the elements of interpersonal meaning, the most dominant Mood Types is Declarative, the most dominant Speech Roles is Giving Information, the Modality realized through the use of modal finite and mood adjunct, and the contribution  of interpersonal meaning in the lyrics of Christina Perri’s Album “Love strong” for teaching of a modern English grammar is to help the students easier and more interesting to analyze the interpersonal meaning through the lyrics of their favorite song or favorite singer. The conclusions of this study are; the realization of the interpersonal meaning in the song lyrics, we should read them thoroughly while analyzing based on the interpersonal meaning elements. Based on the Mood Types and Speech Roles analysis, the song writer or singer wants to declare something and give information to the readers or listener through these songs. <br /> <br />Keywords: interpersonal meaning, song lyrics, mood types, modality, modern English grammar</p>

This study investigated the use of English discourse markers in students writing at Universitas PGRI Semarang, Indonesia. Fraser identifies three functional classes of EDMs; contrastive, elaborative and inferential. The problems of this study are; what are the English discourse markers used in students writing, and what are the functions realized in students writing. This is a qualitative descriptive design. The sample of the study was the EFL students writing result which have 45 essays at English education study program of Universitas PGRI Semarang Indonesia. In analyzing the data, the writers did prior activities such as collecting and classifying. The result is that shows students used contrastive EDMs like; but 24, however 8, although 5, elaborative EDMs like; and 344, also 50, in addition 3, inferential EDMs like; as a results 4, then 10, because 13, since 39. It elaborates us that mostly students used and familiar using elaborative functions rather than contrastive and inferential. Furthermore, they have a very limitation in understanding and comprehending some words of EDMs in their writing, it has only 10 markers in all functions. The more markers they use in their writing so that the more coherence and cohesion within their writing. Conclusion of this study reflects that students are still weak in using some EDMs in their writing so that they only produce the certain familiar markers. The pedagogical implication that I can say is that students of EFL need to get some kinds of EDMs to compose their writing well organized and understood.

This was a descriptive qualitative study which was done in 2017 at junior high schools in Semarang Central Java, Indonesia. This study focused on the teachers’ perception and teaching writing using word games. According to Chastain (1988) "writing is a basic communication skill and a unique tool in the process of second language learning" (p.244). The problem of this study was what are the teachers’ perception towards the word games used in enhancing the students’ writing skill? The sample of the research were 6 junior high schools’ students in Semarang central java, Indonesia. They were students of grade eighth at SMP N 8, SMPN 39, SMPN 36, SMP Institut Indonesia, SMP PGRI Semarang, and SMP Theresiana Semarang. A structured interview was kindly used as the instrument in collecting the data. The findings are; 1) Teaching writing is not easy and need to be creative to make students understand since they have to master the way hoe to organize a good paragraph or text. 2) Usually they do not apply any games in teaching writing since they got the material for granted. 3) Most of the teachers have known what word game is. Even they have applied it sometimes in speaking and vocabulary. 4) Teachers rarely do teaching English using word games by purpose. Especially teaching writing, teachers do not really pay attention on the current skill. 5) Even though some teachers do not really understand the way to use word games in the case of implementation but then, they are aware that students need a motivation in a space of teaching and learning process during filling the material. 6) Teachers like teaching writing using word games because word games can help them to motivate students in following the questions since the love playing while learning in the classroom. 7) teachers can motivate students to follow the lesson with fun, teachers easily follow the word games because it is equipped by the clear instructions, there are various word games which are related to teaching skills, word games are easily made/created by teachers based on the need of the lesson plan, word games are the simplest media to teach and long life. 8) word games which applicable to teach writing using word games are entitled broken sentence, mixed story, arranging sentence in a story, and getting occupation. The conclusions are The teachers’ perceptions towards teaching writing using word games are; teachers feel happy and fun during teaching writing using word games, teachers need more energy and time to maintain the word games, teachers should focus on the goal of writing mastery not the game itself, teachers should be creative in creating and organizing the word games, and teachers believe that word games are able to motivate students in following the lesson.  Key words: teachers’ perception, teaching writing, word games

No abstract

Abstract. This is a case study on students’ understanding towards a subject of discourse analysis at English language education study program at University in Indonesia. The goal of this study is to describe the definitions, the examples, and the applications of spoken discourse analysis on their context of English language teaching (ELT). The writers used qualitative research approach to analyze these data through implementing Atlas.ti8 which is known as the tool of analyzing the field qualitative data. The sample was the students of 7th grade semester consisting 30 people. In collecting the data, we used online direct interview in the classroom and by time they replied the questions on the time using the google form by Microsoft. In analyzing the data, we used atlas.ti.8 online to draw the result of the research as followings; that students’ understanding about the definitions of spoken discourse analysis have some various key terms like; -a research method of spoken language, -knowledge of language, how language used, study of language, and study of the texts. Then, its examples are; they can picturize as; speaking on the phone, conversation, interview, putting markers, turn taking, group of discussion, using advertisement, people interaction, joke, speech, also transferring information. Moreover, its applications are such as; communicating with teachers/parents, interacting with students/people, go to the market, baby crying, ceremony, and communicating with friends. The conclusion is that spoken discourse analysis has been understood by students even though it is not easy to define, giving example and declaring the application in the real context English language teaching. Keywords: students’ understanding, spoken discourse analysis, ELT