Learners' ability in carrying out communicative activities is highly demanded in the spoken English classroom. This paper discusses some aspects that should be taken into account when conducting a spoken English class in relation to raising pragmatic awareness through the inclusion of pragmatic instruction in the classroom. Some theoretical reviews for the inclusion of pragmatic instruction are also discussed. Through the inclusion of instruction in pragmatics in the spoken English classroom, learners are expected to develop their pragmatic competence and, therefore, are able to communicate naturally despite the fact that the full range of interactions with native speakers is limited. Key words: communicative activity, pragmatic instruction, pragmatic competenceAbstrak : Kemampuan pelajar dalam melaksanakan aktifitas komunikatif sangat dituntut dalam kelas lisan Bahasa Inggris. Makalah ini membahas beberapa aspek yang harus dipertimbangkan saat melaksanakan kelas lisan Bahasa Inggris dalam hubungannya dengan meningkatkan kesadaran pragmatik melalui penyertaan instruksi pragmatik dalam kelas. Beberapa tinjauan teoretis untuk penyertaan instruksi pragmatik juga dibahas. Melalui penyertaan instruksi dalam pragmatik dalam kelas lisan Bahasa Inggris, pelajar diharapkan untuk mengembangkan kompetensi pragmatik mereka dan, oleh sebab itu, mampu berkomunikasi secara wajar meskipun interaksi dengan penutur asli terbatas. Kata kunci: communicative activity, pragmatic instruction, pragmatic competenceLanguage teaching for many years had devoted to the grammar accuracy, hence the communicative function of language seemed to be put aside. However, in the 1970s a new approach was introduced. This is a result from what teachers found out that learners lacked the ability to carry out natural exchanges in the second or foreign languageResearch on second language has been trying to reveal how learners master certain linguistic and extra linguistic elements. This has shed some light that learners finally acquire (learn) competence in a second language. Further research on learners' speech acts performance in a second/foreign language has revealed differences of learners' performance 1 Ekaning Krisnawati is a faculty member

As an intangible cultural heritage acknowledged by UNESCO on October 2, 2009, batik has to be preserved as well as developed in Indonesia. Consequently, most cities in Indonesia have designed their batik motifs exhibiting their identities with cultural and natural excellence. This article discusses how Banjar City in West Java, Indonesia, is exhibiting its identity through batik motifs of Ebeg and Pataruman. Ebeg motif is derived from Ebeg dance, a traditional dance popular in the east border of West Java, posing transcendental values with specific rituals before the performance. The other motif, Pataruman, is derived from tarum plants whose leaves serve as natural indigo color. Being the iconic motifs of Banjar batik, the Ebeg motif exhibits the identity of Banjar as a city of religious people believing in the almighty power as well as acknowledging different human powers. As exhibited by the tarum plant, the motif Pataruman denotes the identity of Banjar city as a city prepared to provide other regions with mutual benefits.

This article discusses a cognitive view on metaphors found in Indonesian soccer news published in two Indonesian newspapers through conceptual metaphor theory, which maps the source domain to the target domain. According to conceptual metaphor theory put forward by Lakoff and Johnson (1980), conceptual metaphors mean the domain of concept A is the domain of concept B. The source domain is relatively more concrete than the target domain. Through the mapping of the source and target domains, we can conceptualize metaphors formed by metaphor linguistic expression. Metaphorical inferences can be drawn through neural theory of language which is developed by Lakoff as the neural theory of metaphor. The method employed to identify metaphorical linguistic expressions in the data sources is MIPVU (Metaphor Identification Procedure Vrije Universitet) developed by Steen et al. (2010). The results revealed that metaphorically, the game of soccer perceives goals as gold and crops, and the games themselves are hunting.

Now days, tourism is counted as a large industry that could support the government income. Since tourism is important, it was essential to promote it by online and offline media. Corpus of Contemporary American English (COCA) was claimed as a large corpus of language is the source of the data taken in this paper. The aims of the research are, firstly, to describe the distribution of the word “tourism” in COCA since 1990 up to 2019 including its text genres and secondly, to describe the pair of the word “tourism” in COCA since 1990 up to 2019 including its context. The research designed implemented is  a mixed-method  design,  in  which  quantitative  and  qualitative  approaches  are  combined. It was reported, firstly, from 9833 corpus containing the word “tourism”  found in COCA, the highest number is newspaper followed by academy, magazine, spoken, web, fiction, blog, TV, and movie. Secondly, from the highest number to the smallest number of the subtypes of the word tourism are related to nature, culture, animal, place, sport, history, prostitution, health, religion, science, memory, crime, movie, and charity.

Indonesia memiliki potensi pariwisata yang sangat besar dengan keragaman keindahan alam serta kekayaan budaya yang terdapat di dalamnya merupakan salah satu kekuatan bagi Indonesia untuk mengembangkan sektor pariwisatanya. Kota Bandung sebagai salah satu kota wisata di Propinsi Jawa-Barat mampu menjadi daya tarik destinasi wisata dengan keberagaman tempat wisata yang ditawarkan yaitu wisata alam, wisata buatan, wisata belanja, dan wisata kuliner. Kesemua jenis-jenis wisata tersebut dapat dinikmati oleh wisatawan domestik dan mancanegara. Dengan kekayaan dan keragaman tersebut, siswa-siswi Sekolah Dasar (SD) memiliki peran penting sebagai salah satu penikmat dan pelaku pariwisata untuk tetap menjaga kelestarian serta kelangsungan tempat-tempat wisata tersebut (actors of sustainable tourism). Karena itulah penting bagi mereka mendapatkan edukasi mengenai peran tersebut sehingga tingkat literasi serta kepedulian mereka terhadap tempat-tempat wisata khususnya di Kota Bandung dapat terus meningkat. Adapun peran yang dapat mereka jalankan adalah; (1). menjaga kebersihan dan keindahan tempat wisata, (2). tidak makan di tempat wisata kecuali di tempat makannya, (3). membuang sampah pada tempatnya, (4) mengajak keluarga, saudara, teman dan sahabat untuk menjaga lingkungan, serta (5). menjadi siswa sadar wisata yang ramah terhadap wisatawan dan lingkungan.