As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.

Translation as a process of meaning making activity requires a cognitive process one of which is realized in a pause, a temporary stop or a break indicating doing other than typing activities in a certain period of translation process. Scholars agree that pauses are an indicator of cognitive process without which there will never be any translation practices. Despite such agreement, pauses are debatable as well, either in terms of their length or in terms of the activities managed by a translator while taking pauses. This study, in particular, aims at finding out how student translators and professional translators managed the pauses in a translation process. This was a descriptive research taking two student translators and two professional translators as the participants who were asked to translate a text from English into bahasa Indonesia. The source text (ST) was a historical recount text entitled 'Early History of Yellowstone National Park' downloaded from http://www.nezperce.com/yelpark9.html composed of 230-word long from English into bahasa Indonesia. The data were collected using Translog protocols, think aloud protocols (TAPs) and screen recording. Based on the data analysis, it was found that student translators took the longest pauses in the drafting phase spent to solve the problems related to finding out the right equivalent for the ST words or terms and to solve the difficulties encountered in encoding their ST understanding in the TL; meanwhile, professional translators took the longest pauses in the pos-drafting phase spent to ensure whether their TT had been natural and whether their TT had corresponded to the prevailing grammatical rules of the TL.

This research was aimed to find out the difficulties that mostly faced by students in listening comprehension and the factors which cause the difficulties at English language and literature department FBS UNP. This study employed descriptive qualitative research method. The subjects of this research were K-2 Class which consists of 32 students selected by using cluster sampling technique. The data was collected from questionnaire and interview. The researcher distributed the questionnaire to all members of the class.  After that, the researcher chose six students to be interviewed. The results of this study showed that the difficulties that the students faced in listening comprehension were related into three categories, they were the listening material, the listener, and the physical setting. Besides, the factors which cause students’ difficulties in listening comprehension were depend on others, shame to ask the lecturer about the material, having emotional disturbances, the lecturer explains the material too quickly, lack of reward and reinforcement, and unfocused.

Thematic progression is one of the tools that can be used to confirm the unity of a text, including a translated text. However, some translated texts do not pay attention to how their clauses related one another as a coherent text. This paper aims at finding out how thematic progression is used in the translation done by student translators. This study used a content analysis as the method. The data were the source text (ST) and the target text (TT) produced by 10 student translators who were asked to translate the text from English into bahasa Indonesia. The data were collected using Translog for more accurate data. Based on the data analysis, it was found that the thematic progression shifts done by the student translators in their TTs are mainly due to their efforts to produce the TT reflecting its independent characteristics. It is concluded that, in terms of thematic progression, the student translators' TTs are dominated by the use of hypertheme and constant continuous theme progressions. This is due to the social function of history text that tells the past historical events involving people and places. The choice of certain types of thematic progression is particularly helpful in building the unity of the text.

This study is aimed at applying Haliday ' Key Words/phrases: text, textual function, news paper, editorial, theme A. PENDAHULUANTajuk rencana atau yang disebut dengan istilah "editorial" merupakan bagian yang memiliki peran penting dalam suatu surat kabar. Editorial mengandung misi pesan yang terdapat dalam suatu surat kabar. Editorial juga mencakup pendapat ataupun komentar dari redaktur tentang kejadian-kejadian yang telah, sedang atau akan berlangsung. Sebagaimana yang dinyatakan oleh Reah (2002:45) "Editorial exists to allow newspaper to comment, give views on and draw conclusions from the day's event". Oleh karena itu, tiap-tiap surat kabar memiliki gaya masing-masing dalam penyusunan naskah editorial. Kalimatkalimat yang digunakan dalam penulisan naskah editorial tersebut tidak terlepas dari fungsi penggunaan bahasa. Salah satu fungsi penggunaan bahasa (metafunction of language) yang digunakan adalah fungsi tekstual (textual function). Hal ini dikarenakan oleh "textual function" merujuk kepada penyusunan pesan-pesan yang terdapat di dalam suatu teks.