This study aims at describing the types of personal deixis and finding the reference of personal deixis. The object to be analyzed is personal deixis in the form of words. The data in this study was obtained from Frozen Movie Script was taken from dialogue 0:03:39.94 to dialogue 0:11:12.82. The type of the research is descriptive qualitative research. In clarifying the types of personal deixis the researcher uses pragmatics analysis especially deixis theory. Then, the technique of analyzing data are finding the types of personal deixis used in Frozen movie script, describing the reference of the use of personal deixis in movie script of Frozen, drawing the conclusion and suggestion based on the data analysis. The research finding of the study shows that there are three types of personal deixis first personal deixis, second personal deixis and third personal deixis and three kinds of the reference on Frozen Movie include that reference that refers to first person, the reference which refers to second person and the reference which refers to third person. The data of this research consists of 85 personal deixis include that 43 data type of first personal deixis, 22 data type of second personal deixis and 12 data type of third personal deixis.

After the COVID-19 pandemic hit, the world of education, including universities, had to find a solution on how education could continue to run well. During the pandemic, lectures are conducted online. However, after the conditions improved, the lectures were shifted to hybrid learning. The aim of this study was as a self-reflection through the experiences and perspectives of EFL students regarding the application of hybrid learning as an adjustment to the COVID-19 pandemic. This study uses photo voice as a research methodology involving 5 EFL students from 4 different classes. The results showed that, according to participants, hybrid learning was not the right solution for lectures for one semester. Internet disturbances and the unpreparedness of lecturers in implementing hybrid learning are the causes.

Speaking ability is influenced by several factors, one of which is a factor comes from the student, namely the factor self-anxiety. Anxious often appears before, during and after this process of public speaking takes place is a sense of discomfort experienced students. This usually has a bad effect and reduces concentration on the topic being discussed when the anxiety level is getting worse. The aims of this research are to find out the students’ anxiety level, to find the factors that can cause students’ anxiety in public speaking. The instruments of this research were a questionnaire about several problems in public speaking, especially during teaching practices, an interview and documentation. The researcher conducted the research on 6th semester students at the English Education Department, STAIN Mandailing Natal. This study shows the factors of anxiety that make students less proficient in English public speaking, namely; communication apprehension, test anxiety, fear of negative evaluation, and comfort in using English in a public speaking class. The results of this study will contribute to the scope of language teaching in terms of student affective factors, especially self-anxiety factors during language learning.

<p>Teachers should have pedagogical beliefs in their studies, which function as a filter and guidance for their decision-making and teaching methods in the teaching-learning process. To promote an active and meaningful learning experience, Indonesian curriculum policy incorporated principles that place students at the center of the learning process. However, most of the time, teachers are in charge of the teaching-learning process and become the center of the learning process, while students are passive recipients of knowledge.This study was conducted to find out teachers' pedagogical beliefs in teaching at university. The present study was a basic interpretative qualitative study with five English teachers as the participants, and the data were collected through observation, questionnaire, and field notes. The data were analysed by data reduction, data display, and concluding. The study results showed that the teachers believed that teaching is the process of transmitting and constructing knowledge. This study implied that the EFL teachers believed and implemented a student-centered approach in the teaching-learning process.</p>