This study attempts to investigate the incomplete linguistic features and schematic structure in university students" narrative text. Qualitative content analysis method was utilized as the research design. The instrument of the research is the writing sheet. The data were taken from a narrative text written by 34 university students of second-year English education study program under the theme of folktales from North Sumatera. The data were analyzed by using the transitivity system to identify linguistic features in narrative text. The findings present that there are 4 different titles of folktales found in the data. From the data, it was commonly found that there is an incomplete part of the schematic structure of narrative text written by students namely complication, evaluation, resolution, and coda. In terms of linguistic features, it is discovered that most of the students have difficulties in differing the tense used covering the use of regular and irregular verbs, and the absence of dialogue. Then, the conclusion can be drawn that the incomplete schematic structure and linguistic features exist in university students" narrative text. It is also suggested that students keep practicing to write and lecturers should devote higher attention in teaching this genre so that it is able to be comprehended and properly produced by students.

This study was concerned with the use of speech acts in ILC (Indonesia Lawyers Club) Talk show program. The objective of this study was to describe the types of speech acts used by the host and the guests of ILC. Qualitative content analysis method was applied in this study. The sources of data were the host and the guests in ILC. The data of the study were the sentences and the phrases gathered from the conversation in the episodes of ILC. The finding of this study showed that four types of speech acts, namely rex`x`presentative, directive, commissive, and expressive were used by the host and the guests of ILC, while declarative speech act was not found at all in the episodes of that talk show program. The dominant type of speech act used by the host was directive, while the guests dominantly used representative speech act.

Speaking is the basic as well as the most important skill that needs to be acquired by English language learners. It is advisable that learning speaking English should begin as early as possible; however, to teach speaking skill to young learners is not an easy task since their age is the age of playing. Teaching speaking to young learners requires a teacher to find the technique best work with children, one of which is through games. One of the games that is corresponding to the age of young learners is a snake and ladder game. This paper aims at describing how a snake and ladder game is used in teaching speaking to young learners. Based on the discussion on applying a snake and ladder game, it is concluded that this game is the right game to apply in teaching speaking to young learners. People during early ages like playing and dislikes studying, especially in a formal education. By using this game, the children (learners) do not realize that they learn to speak English because they enjoy playing the game. In addition, this game supports the issue of student-centered learning because the students are the ones who actively practice speaking, while the teacher acts as the learning facilitator who provides assistance if needed.

The Cohesion of discourse is divided into two aspects, namely grammatical Cohesion, and lexical Cohesion. In this study, what will be examined is lexical Cohesion. This study aims to identify forms of lexical Cohesion in the text of the speech of German Prime Minister Angela Merkel. Text analysis of this speech uses Halliday and Hasan's cohesion theory. This research is qualitative. The design in this study is content analysis with descriptive characteristics, namely the presentation of data based on the object of research. The data observed were all lexical elements in cohesive words, phrases, clauses, and sentences. The results showed the percentage of use of lexical Cohesion included (1) 37% repetition; (2) synonymy 8%; (3) hyponymy 7%; (4) receives 2%; (5) antonymy 46%. The data shows that the lexical antonym is the most dominant lexical type found in Angela Merkel's speech text.

The present study is aimed at discovering the process types of transitivity system in English department students" narrative texts and its pedagogical implementation in teaching writing. Qualitative content analysis was utilized as the design of the research and the instrument used was writing sheet. The data were taken from clauses in narrative texts written by 24 students of English education study program of Universitas Muhammadiyah Sumatera Utara. The data were analyzed by using transitivity in systemic functional grammar theory proposed by Halliday. The findings show that there are 801 clauses in the data and the six types of process were also discovered. The dominant process type found was material process totalling to 427 occurrences (53.3%) followed successively by the occurrences of mental (139 or 17.3%), relational (124 or 15.4%), verbal (58 or 7.2%), behavioral (24 or 3.6%), and existential process (24 or 3%). The pedagogical implementation is that the lecturer has to apply adequate technique and approach, and give some students more practice since they missed to present dialogue to represent verbal process in their narrative text.