Artikel ini mengemukakan langah dan contoh dalam proses menyusun sintesis kepustakaan untuk dijadikan rujukan dalam penulisan artikel. Digunakan tiga langkah, diawali dengan menelusuri kepustakaan.Selanjutnya, menemukan ide utama setiap artikel. Terakhir menuliskan dengan gaya paraphrase, bukan dengan kutipan langsung. Dengan demikian, saat menuliskan artikel akan merujuk kepada ide-ide yang sudah dipublikasikan. Dalam bagian kedua, artikel ini juga mengemukakan contoh-contoh penyusunan sintesis dalam review literatur.

This study was addressed to explore types of questions and its frequency used by EFL teacher in the classroom during the teaching processes through analyzing the transcripts of the videotaped instructions. Another special emphasis is put on investigating the length of the students' utterances in responding the teacher questions. The participants were 29 Grade-eleven students and an English teacher. The results showed that rhetorical, procedural, closed, open, display, and referential questions were found, and it was more focused on the last four types of questions. However, display questions are more than twice as much as referential one, 50.8% compared to 14.6% occurrences, and closed questions are the most preferred questions with a total number of 252 which is also slightly more than double of referential questions which compose 62 questions. Conversely, open and referential questions produced longer students' responses than closed and display ones.

Learning a foreign language involves not only knowing how to speak and write well but also how to behave linguistically. Therefore, the teacher-students interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in the EFL classroom from a pragmatic perspective. It focuses on linguistic politeness; that is, the ways of the teacher expresses politeness verbally through teachers’ use of language. This study explores positive politeness strategies used by the teacher in three 90-minutes English lessons in a senior high school. The data were video-recorded from three different classroom settings where English is the object and the medium of teaching and learning process. The analysis was based on Brown and Levinson’s politeness strategies. The results show that there are six strategies that emerged in the teacher-student interaction, namely: strategy 2: exaggerate interest, approval, sympathy with hearer; strategy 4: use in-group identity marker; strategy 5: seek agreement; strategy 10: offers, promise; strategy 12: including both speaker and hearer in an activity and strategy 13: giving and asking a reason. The age difference, institutional setting, power and the linguistic ability of the students have contributed to the different choices of positive politeness strategies.

This study was aimed at finding to find out whether there is any significant academic achievement difference of the fifth and seventh semester of English students based on their achievement motivation.This research used ex-post facto design. From data analysis using inferential statistics--T-test for independent samples with statistical analysis tool, SPSS 18, it was found that there was a significant academic achievement difference of the fifth semester of English students based on their achievement motivation. Conversely, there is no significant academic achievement difference of the seventh semester ofEnglish students based on their achievement motivation. It means that the level of achievement motivation did not contribute significantly on the level of students' academic achievement.

Since the implemetation of KBK and KTSP, the goals of teaching English at schools are emphasized on the mastery of four language competences-linguistic, strategic, sociolinguistic and actional-which will lead to the mastery of discourse competence. Those competences are realized in for language skills (listening, speaking, reading and writing) through the analysis of texts (genres). Therefore, one of the approaches to facilitate the accomplishment of the goals is Genre-based Instruction (GBI). This approach is mainly a language teaching program which is based upon Genre Analysis Technique. This technique deals with anaysing text, both spoken and written, in order to figure out social or commnicative functions, genre structures, lexico-grammatical features of particular genres. Consequently, the learners are able to use the language for appropriate situational and cultural contexts.