Politeness Strategies Used by the Main Character in a Letter to Juliet Movie

The study deals with the types of politeness strategies used by the main character in a letter to Juliet movie. The objectives of study are to find out type of politeness strategies used by the main character in a letter to Juliet movie, to derive the dominant type of politeness strategy that is produced by the main character in a letter to Juliet movie and to elaborate the context of politeness strategies used by the main character in a letter to Juliet movie. The data are dialogue of the main character in a letter to Juliet movie. This research is conducted by using descriptive qualitative design and only focused on the main character. The research findings are positive and negative politeness strategies. There are fifteen strategies of positive politeness and twelve strategies of negative politeness in a letter to Juliet movie. The most dominant politeness strategy uttered by the main character in a letter to Juliet movie was positive politeness strategy. Among them is intensify interest to hearer is dominant type of positive politeness strategy. This type of politeness strategy occurred since character mostly just shared about her experience and inform to other

The Influence of Using Clustering Technique Towards Students\u27 Exposition Paragraph Writing Ability at the Second Semester of the Tenth Grade of MAN 1 Tanggamus in 2015/2016 Academic Year

This research is conducted based on the phenomena taking place in school that are many students often consider writing difficult. The students are not interested in the technique of English teacher; students also are lack of motivation in learning writing. The students\u27 exposition paragraph writing score is below the criteria of minimum mastery (KKM) at MAN 1 Tanggamus. Therefore, this research discusses the influence of using Clustering Technique in teaching writing, especially for students\u27 exposition paragraph writing ability. The objective of the research is to find out whether there is influence of Clustering Technique towards students\u27 exposition paragraph writing ability at the second semester of the tenth grade of MAN 1 Tanggamus, Lampung in 2015/2016 academic year. The methodology of this research was quasi experimental design with the treatment held in 3 meetings, 2 x 45 minutes for each. The population of this research was tenth grade students of MAN 1 Tanggamus, Lampung. The total sample in this research was 53 students that were taken from two classes, X.I and X.2. In collecting the data, the researcher used instruments, pre-test and post-test. The instrument was exposition paragraph writing test. After giving the post-test, the researcher analyzed the data by using independent sample t-test. From the data analysis, it was found that the result of calculating was tobserved (5.94) with tcritical (1.6759), it means that the score of tobservedwas higher than tcritical, so Ho was refused. So, there was influence of Clustering Technique towards students\u27 exposition paragraph writing ability at the second semester of the tenth grade of MAN 1 Tanggamus, Tanggamus, Lampung

Developing Basic English Module for Junior High School to Promote Students’ Cognitive Development

 A module is a supplementary tool for existing teaching materials, allowing students to engage in independent learning by exploring the concepts presented within the module. This approach can enhance students' competence and foster their enthusiasm for the subject. The research aims to ascertain the English material requirements of seventh-grade students at SMPN 4 Bandar Lampung and create a comprehensive English curriculum for this grade level at the abovementioned school. The ADDIE model was utilized to achieve the stated objectives. The need analysis was carried out before the creation of the material. Based on the expert judgment of the material, it has been determined that the average score (X) is 3.6. The score is classified as good due to its placement within the 3.5 < X < 3.75 interval. However, there are two aspects that experts believe require further improvement. These aspects include enhancing the accessibility of the module's materials for students to comprehend and ensuring that the illustrations align with the content presented in the module. To enhance the comprehensibility of the module's content for students, the expert recommended providing more explicit instructions for each step of the activities students must undertake.Regarding the illustrations provided per the module's content, experts have recommended incorporating additional illustrations to enhance the module's level of engagement. Based on the expert judgment and evaluation of the presentation, it has been determined that the average score (X) is 3.75. Based on the obtained score, the categorization can be deemed satisfactory, as the value of X falls within the interval of 3.5 < X < 3.75. The expert has recommended an enhancement of the references or supporting materials. The expert recommended incorporating additional references to enhance the comprehensiveness of the module. Based on the expert judgment of the material, it has been determined that the average score (X) is 3.75. Based on the obtained score, it can be classified as satisfactory, as the X value falls within the 3.5 < X < 3.75 range. The expert recommended one aspect for improvement, specifically regarding the alignment of language usage with the student's cognitive development stage. The expert posited that certain languages may present a level of complexity that surpasses students' cognitive abilities. Consequently, it is recommended that these languages be modified or adapted to better align with the student's learning capacities. 

LANGUAGE LEARNING THROUGH TASK AND ACTIVITIES

There is a good deal of variation among experts on how defining “task”.  According to Cameron, task is defined as classroom activities and an activity that can be any kind of event that children/ students participate in.  Furthermore, she added that a classroom task will have clear beginning and end: it may be quite short or it may last over several lessons.  For the students, a classroom task should have a clear purpose and meaning; for the teacher, the task should have a clear language learning goals