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This research examined power and solidarity reflected in the use of pronouns in President Barrack Obama’s presidential speech at the University of Indonesia by applying critical discourse analysis. The speech can be called as a hybrid political discourse individual because he was a hybrid, an ex-Indonesian. Power and solidarity  in hybrid political  discourse  can  be  explored  by analysing language usage in speech and wordings in speech texts.    Furthermore, the analysis of language usage to examine power and solidarity has a close relation to ideology. Power and solidarity are like two sides of a coin. There will be an ambiguity of determing power or solidarity used by one participant to another  in delivering utterances. Power and solidarity were linguistically expressed by President Obama in his speech at University of Indonesia in the use of pronouns. He used power  to show America’s hegemony toward Indonesia and solidarity to to minimize the gab between America and Indonesia. President Obama used power and solidarity in order that Indonesian people will accept him (America) as friend, to show that there is no fight between America (western people/christian) and Indonsia (moslem world).  Moreover, Obama applied these expressions are to secure the America’s politics against for terrorism, America wanted that Indonesia will be its friend to fight terrorism and moslem radicals, and Indonesia will be a big new markets for the American’s goods. Thus, the phenomenon of solidarity, in this sense, cannot be meant only that President Barrack Obama was familiar and close with Indonesia people, but he has another agenda in order that the US interests in Indonesia will be accepted by The Indonesian People. Furthermore, Obama has any concessions that he should do this in order to ‘demonstrate’  that America would like to teach their moral, their ideas, their values and political leadership in the general public, particulary their central claim to political legitimacy.

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This research aims to find syntactic errors and factors of errors made in the essay narrative in semester V. The method used in this study is qualitative, and the approach used in this research is descriptive research. Data was obtained through documentation and analyzed using Surface Strategy Taxonomy. This research took data based on the category of grades B and C. The results showed that there were four types of errors made by students in descriptive writing. The total errors were 41 errors which were divided into 42% error misinformation, error addition of 35%, error addition 19%%, and misconception misordering as much as 4%. Based on data analysis, a standard error made by students is misformation. In the results of the error factor, the researcher found the most errors in the intralingual error factor.Students are still influenced by their habits in making sentences using their mother tongue (Indonesian). Students make errors in writing, especially in the use of tenses. Most of the students wrote incomplete and ungrammatical sentences. The teacher should find the best method based on the condition of the students to teach English, especially in teaching tenses. Since tenses and grammar are essential for language learning, they should be taught cohesively.