The study aims to discover lexical metaphors in Westlife's selected song lyrics. Specifically, it was to reveal the types and source domains of the metaphors. Swear It Again, If I Let You Go, Flying Without Wings, I Have a Dream, and Fool Again, which are the legendary boy band's most popular songs according to TraxFM (2017), were selected as the data sources. The study applied the qualitative descriptive method, the study focused on exploring the nature of the study object as proposed by Kothari (2004). Since the phenomena investigated are metaphors in song lyrics, the study adapted Schmitt's (2005) concept of metaphor analysis. The study's data are all metaphors in the five songs of Westlife (Swear it Again, If I Let You Go, Flying Without Wings, I Have a Dream, and Fool Again), which TraxFM (2017) considers as the boy band's best songs ever. The data MIP-Praglejazz was employed to identify the metaphors in those selected song lyrics. The study found: (1) the selected song lyrics contained 15 structural, 24 ontological, and only two orientational metaphors; (2) Most of the metaphors have a concrete thing as their source domain, such as living thing, traveler, place, flame, sunrise, container, bird, and object. It can be inferred that: (1) the song lyrics are dominated by ontological and structural metaphors, and (2) the metaphors are mainly constructed of concrete concepts, which humankind are so familiar with in their daily life. Detailed findings will be presented, and their implications will be discussed.

Abstract:The objectives of the study were to find out the lecturers perception on: (1) the teaching and learning of mathematics using English as medium of instruction (EMI) at the International Class Program (

The objectives of this research were to find out whether or not the use of Islamic storytelling is effective in improving students" listening comprehension and to find out the students" interest during the process of teaching and learning through Islamic storytelling. The study employed mix-method design. The participants of the study wereeight yearsstudents of Al-Akhyar Islamic School. The data were collected by using listening test, questionnaire, and interview. The gathered data from listening test was tabulated and calculated by using t-test in SPSS program, while the collected data from questionnaire and interview were analyzed using Likert scale and open coding. The results of the study showed that the Islamic storytelling group outperformed the general storytelling group in posttests and it was indicated by the result of the t-test value (0.00 <0.05). It proves that the use of Islamic storytelling in learning listening was effective to increase students" listening comprehension. Moreover, the result of the questionnaire indicated that students were highly interested in learning listening through Islamic storytelling. Further analysis through interview revealed that there are four main reasons that foster the students" interest in learning through Islamic storytelling: learning through Islamic storytelling is a fun and interesting activity; the selected story is suitable with the student" needs; the story contain meaningful lesson which relevance with their life as a Muslim; and the existence of an illustration pictures.

The study's goal was to determine the level of students' critical thinking skills, the level of students' reading comprehension, the classification of the students' critical thinking skills toward the students' reading comprehension, and whether there was a significant correlation between students' critical thinking skills and their reading comprehension. The study used quantitative methods, specifically a correlational study. The participants were from the English Education Study Program of fifth semester students at Universitas Negeri Makassar. The study's findings revealed that critical thinking skills were significantly correlated with reading comprehension using Pearson Product Moment analysis. This study clearly revealed that most students had a high proclivity for critical thinking while reading English texts, which included interpretation, analysis, evaluation, inference, explanation, and self-regulation. Thus, the results show that Students who think critically are more creative and critical in their understanding of ideas

This study aimed at finding out the types of teachers’ non-verbal communication in English classes and the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. This study applied a mixed-method research design. The participants were two English teachers; the third and fourth-grade students, third grade consisted of 20 students while the fourth grade consisted of 7 students at SDIT At-Tibyan Al-Auliya Bajeng selected by total population sampling. An observation checklist was used to find out the types of teachers’ non-verbal communication in English classes and a questionnaire was used to find out the types of teachers’ non-verbal communication the most and less affecting young learners’ motivation in English classes. The findings of this study showed types of teachers’ non-verbal communication in English classes were divided into two parts they are body languages, which consisted of facial expressions, body gestures and movements, eye contact and touch and the use of space, and paralanguage which consisted of intonation, pitch, rhythm, volume, speed, accent and emphasis and types of teachers' nonverbal communication  that most affected young learners’ motivation in English classes was body gesture and movement, based on the result of questionnaire 85% of the students very agree that the teachers' body gesture and movement affected their motivation in learning English, and 15% of them agree that they get more motivation if the teacher uses their body gestures in the learning process, while types of teachers’ non-verbal communication that less affected young learners’ motivation in English classes was touch and the use of space, based on the result of questionnaire only 19% of the students very agree and also 19% of students felt agree that the teachers' body gesture and movement affected students’ motivation in learning English.