Using translation in EFL teaching and learning has benefits. Google's survey in 2010 showed that language learners used GT to understand a foreign word, to write an email or article, learn to write and speak in a foreign language, and ensure the text they have written in a foreign language is correct (García & Pena, 2011). Supporting this survey, translation has been reported to be able to help students deal with Elisabet Titik Murtisari et al.

Poetry has become less and less preferred by the students. Poetry has been viewed as a boring subject. This is because the process of learning and teaching poetry is considered as a routine activity. This article seeks ways to make poetry become an interesting subject to learn by examining the existing poetry syllabus and proposing a more interactive syllabus. Ethnography was used in this study to gather the information. Lecturers and students will have to work together and collaborate in conducting a conducive atmosphere to reduce the anxiety in learning and teaching poetry. By reducing the anxiety, students will find that learning poetry will give them something more than just analyzing poems. Learning poems will contribute to their English development. The result of this study is a proposed syllabus that is more interactive compared to the existing one, especially the class activities; that are employing collage and mirror writing as ways to appreciate poems read. The implication of the proposed syllabus is that this syllabus should be implemented to see how far the proposed syllabus helps to reduce learning anxiety and make the learning process of poetry class become more interactive.

Movies can be said as a reflection of real life. This study is aimed at finding the compliment responses by the main characters in two movies. The movies are 'Mars Met Venus' and 'Hitch'. The data were taken from the utterances of the main characters, both are male and female, that were considered as compliments' responses. The topics of the compliments in those two movies are appearance, ability, personality, and possession. The finding resulted in this research showed that there were 20 compliment responses found in those movies. There are silent, return, questioning, reassignment of praise, explaining, shifting to other topics, appreciation, and agree. In 'Mars met Venus, there are silent (3 times), returns (3 times), questioning (3 times), reassignment of praise (1), and explaining (1). While in 'Hitch', there are shifting to other topics (4 times), appreciation (1), explaining (1), questioning (2 times), and agree (1). Based on those, it can be concluded that questioning (25%) got the highest percentage, then shifting to other topics (20%), silent (15%), return (15%), explaining (10%), agree (5%), reassignment of praise (5%) and appreciation (5%). Questioning as the highest percentage in these movies shows that the person being complimented needs more explanation about the compliment. In comparison, there are similarities and differences from those movies. Those differences are the reflections of different cultures represented by the two movies. Keywords: pragmatics, movie, compliment response.

The fifteen participants comprised three intermediate, seven upper-intermediate, and five postintermediate students. They were recruited as a cluster on a convenience basis from an available heterogenous class taught by one research team member.

This study aims to explore the utterances that the students' teacher used in opening and closing a class. The participants of the study were 6 students' teacher who did their Teaching Practicum by teaching English for Hotel Staff. The method used here were observation and students' teacher reflection. So, based on Richards and Lockhart (2007) and also Hughes (2008), the result showed that not all of class routines in general classes appeared in the ESP class. In opening the lesson most of the time the students' teacher giving motivation, while in closing, they do review. Furthermore, in opening the class, utterances that showed entering the classroom, taking register and dealing with lateness were not found. The utterances in closing the lesson for checking the time, setting homework and clearing the class were not found. By seeing the result, hopefully the nature of ESP class can be revealed.