Understanding verbal jokes in English is problematic for English as Foreign Language (EFL) readers since understanding the jokes requires understanding their linguistic, cultural and social elements. Since a joke constitutes a complex and paradoxical phenomenon, it needs multiple approaches of analyses-such as pragmatic and rhetorical analyses-in order to investigate the multiple layers of meanings it carries. Recently there has been a shift in humor studies, emphasizing linguistic humors and involving the field of rhetoric. These studies, however, have mostly addressed the connection between rhetoric and spoken jokes in persuasion. The present study therefore applied Austin's Speech Act Theory (1975) and Grice's Cooperative Principles (1957), and Berger's rhetorical techniques (1993) to crack the funniness of the written jokes. Specifically, the study aims at describing: how the (1) rhetorical and (2) pragmatic strategies are used in the jokes, and (3) how the pragmatic and rhetorical strategies complement to create humor. The study employed a qualitative research method. Some jokes were purposively selected from the Reader's Digest and two online sources: http://jokes.cc.com/, and http://www.ajokeaday.com/. Document studies were the means of data collection. The collected data were then analyzed using a qualitative content analysis. The results showed that that there was a relationship between the two pragmatic theories, i.e., Speech Act Theory and Cooperative Principles, and Berger's rhetorical techniques. The results offered an alternative reading and richer understanding of how written jokes employed pragmatic and rhetorical strategies to advance their rhetorical objectives and humor functions.

This exploratory study was aimed at evaluating a module on the basis of the constructivist learning strategies to enhance the students' motivation in Statistics learning. The design and development followed the Universal Design of Learning principles. The design included flexible instructional materials, techniques, and strategies for differentiating instruction which benefited the students of English Education Department taking the Statistics course. The study used a survey covering of 33 students. The students' and teacher' responses to questionnaires revealed that the students' motivation and satisfaction increased toward the Statistics course in which Universal Design of Learning using various means of representation, action, and engagement was applied. It also suggested that the module was effective and that the Universal Design of Learning Model from the learners' viewpoint put more emphasis on instruction. Its content was suitable in designing and developing module on Statistics in the higher educational context in Indonesia. The study results are expected to reveal information on how to further improve the Statistics teaching and learning quality. The implications of the research are provided along with suggestions.

The aim of the present study is investigating (1) the current teaching techniques of teaching English vocabulary for children with Attention Deficit Hyperactivity, and (2) the difficulties faced by the teachers in teaching English vocabulary for children with Attention Deficit Hyperactivity. This survey research employed oral interviews, questionnaire and observation schemes as instruments for data collection. The result of this study indicates that the current techniques employed flashcards, pictures, songs, storytelling. the use of electronic media  were the most preferably common techniques in teaching young learners vocabulary. The techniques were sometimes adapted and combined. The difficulties encountered by the teachers were the students’ extensive native language, being uncooperative, inability to stay focused. This study provides some suggestions for they need to be equipped with the methodology of teaching vocabulary for student with such a learning disability. This disability can lead to difficulties in understanding and using language for communication and interaction. Having adequate knowledge of such methodology brings about the equal chances for such students to earn learning success. The article ends up with implications for practice and future research directions. Keywords: teaching; vocabulary; students with attention deficit hyperactivity disorder

Learning English grammar is always a difficult process to most of the English as Foreign Language (EFL) learners at secondary school level. Innovative ideas, interesting teaching materials, practicing and drilling learners for learning the English grammar should be done through fun and joyful ways. The main aim of this library study was to identify and describe examples of practical grammar instruction methods in an EFL which employed innovative methodologies.  The process of the library-based research involves identifying and locating relevant information, analyzing what has been found, and then developing and expressing the ideas. The results revealed that songs and poems, music, games, and tasks can be employed as tools in the classroom. Using innovative methodologies in teaching English grammar in the classroom at the secondary schools has paved a positive way to students to learn the language meaningfully.

Dalam interaksi instruksional, seorang dosen dituntut mampu membangun harmoni di kelas sehingga terbangun suasana kelas yang kondusif sehingga tujuan pembelajaran dapat tercapai. Penelitian ini bertujuan mendeskripsikan bercerita sebagai realisasi strategi kesantunan positif Brown dan Levinson dalam interaksi instruksional di kelas. Subjek penelitian ini adalah enam orang dosen Universitas Kristen Satya Wacana Salatiga. Data penelitian berupa ujaran dosen dalam perkuliahan.  Data dikumpulkan dengan menggunakan metode simak dengan teknik rekam dan wawancara mendalam. Analisis data dilakukan dengan menggunakan teknik deskriptif mengikuti model alir Miles dan Huberman. Berdasarkan hasil analisis data ditemukan cerita yang digunakan meliputi cerita tentang diri dosen, cerita tentang mahasiswa, cerita tentang pengalaman dosen, dan cerita tentang tokoh/sikap tokoh. Selain berfungsi membangun kedekatan hubungan dengan interaktan, strategi bercerita juga berfungsi untuk menanamkan nilai karakter dan untuk memotivasi mahasiswa.