English is a compulsory subject that must be taken by every students of FKIP Lambung Mangkurat University (ULM). Clear reference on what material should be given to the students must be clear enough so that they can get benefit from this subject. To find out the correct reference, needs analysis is urged to be done in order to obtain information about what the students really need to support their learning process at the present time or in the future. This study is aimed at identifying and analyzing the needs of these English learners. This study was conducted by using qualitative approach and descriptive method. The population of this study were students from 5 deparments who are currently taking English subject and the sampling technique used was purposive random sampling. Meanwhile, a questionnaire as the instrument for this study was arranged in closed-ended form. Technical data analysis applied in this study was descriptive analysis in the form of number and percentage. The study revealed that the needs of non-English Department students on English subject are very diverse and it can be concluded that they need English not only for their current needs as they can read various English literature that support their education in their field of study, but also for their professional future occupation. It is therefore recommended that ESP English teachers or other related parties should accommodate the needs of these students. In addition, it is suggested to always perform needs analysis since the needs of ESP learners are constantly changing. Keywords: ESP, Englsih subject, needs analysis, learners’ needs Abstrak: Bahasa Inggris adalah mata kuliah wajib yang harus diambil oleh setiap mahasiswa di lingkungan FKIP Universitas Lambung Mangkurat (ULM). Acuan mengenai materi yang diberikan kepada mahasiswa harus jelas agar mereka dapat merasakan manfaat dari mata kuliah ini. Untuk mengetahui acuan tersebut, perlu dilakukan needs analysis agar mahasiswa mendapatkan materi yang benar-benar mereka perlukan untuk mendukung proses belajar mereka pada saat ini atau dimasa yang akan datang. Penelitian ini dilakukan untuk menganalisis kebutuhan para pembelajar Bahasa Inggris. Penelitian dilakukan dengan pendekatan kualitatif dan metode deskriptif. Populasi penelitian adalah mahasiswa yang sedang mengambil mata kuliah Bahasa Inggris pada 5 jurusan yang ada di FKIP ULM Banjarmasin. Pengambilan sampel menggunakan teknik purposive random sampling. Instrumen penelitian menggunakan kuesioner. Data dianalisis dengan teknik deskriptif dalam bentuk jumlah dan persentase. Hasil penelitian menunjukkan bahwa kebutuhan mahasiswa non prodi Bahasa Inggris terhadap mata kuliah Bahasa Inggris ESP sangat beragam sehingga dapat disimpulkan bahwa mereka memerlukan Bahasa Inggris bukan saja untuk kebutuhan mereka saat ini seperti membaca literatur berbahasa Inggris, tetapi juga untuk kepentingan pekerjaan nantinya. Oleh karena itu disarankan agar pengajar Bahasa Inggris ESP atau pihak yang berkepentingan dapat mengakomodasi kebutuhan mahasiswa, serta selalu melakukan need analysis karena kebutuhan pembelajar ESP juga selalu berubah. Kata Kunci: Bahasa Inggris ESP, analisis kebutuhan, kebutuhan pembelajar

Teaching is a lifelong learning process and even if a teacher may have years of experience in teaching English as a foreign language, one might not know whether he/she has become a good teacher or not. The perceptions about a “good” English language teacher have been varied among the language learners and the teachers themselves. However, it is important to find out what kind of a “good” English language teacher based on learners’ perceptions in order to discover what they believe and what they expect from their English teachers when they are learning the language. This present study aims at investigating and describing the qualities or the characteristics of a good English teacher based on the learners perceptions. The population for this study are the students of English Department of FKIP Lambung Mangkurat University Banjarmasin in three batches (batch 2015, 2016, and 2017), and when the time data collected they were at the sixth, the fourth and the second semester. The questionnaire given is in the form of close-ended questions and analysed quantitatively. The findings of this study are expected to help teachers to reflect or evaluate themselves and refresh their teaching practice when necessary, as well as for their own improvement and further professional development.

Abstract-The aims of this research are to find out kinds of oral error corrective feedback which students prefer, to find out how oral error corrective feedback should be given which students prefer, and to find out when oral error corrective feedback should be given which students prefer. This research uses qualitative approach and the subjects of this research are 76 students of English Department of Lambung Mangkurat University in batch 2015 who are taking Speaking I course. By using total sampling technique, the subjects are given questionnaire to conduct the data. Then, the data will be analyzed and calculated. The result shows repetition becomes the most wanted kind of oral error corrective feedback which students prefer. Second, on how oral error feedback should be given, most of students prefer the lecturer gives corrective feedback privately or individually for every error which the students made. Last, the majority of students prefer being corrected in the classroom immediately. Overall, the students give positive attitude towards oral error corrective feedback. However, the lecturer should consider the appropriate kind and ways to give oral error corrective feedback to the students for it can help them in improving their English skills.

This study tried to reveal the potential use of LINE application in developing students’ writing abilities through blended learning. It employed a quasi-experimental design which involved thirty-nine students of the advanced writing course. The experimental group was taught by using process and product approach combined with LINE application with teacher’s and classmates’ feedbacks while the control group was taught by using a conventional method without LINE application. The data were the result of students’ writings collected by using a writing test and scoring rubric as the instruments. The analysis of the students’ scores was carried out by employing the independent sample t-test. The finding showed that there was a significant effect of the use of LINE application on the students’ writing abilities. Furthermore, the differences were found in the components of vocabulary, grammar, organization, content, and mechanics. The study concluded that LINE application was a potential tool to develop students’ abilities in writing provided that it was combined with teachers’ and classmates’ feedback which facilitated students’ writing improvement.

The primary goal of learning a foreign language is to be able to communicate in the language, both in spoken and written form. This is also the case for Indonesian learners especially learners of English Language Education Program in ULM who learn English as their major. However, most of them believe that without abundant knowledge of grammar, they will not be able to speak or even write in English well. One of the problems they face is that they still doubt or confuse which tense(s) of English they have to use when they speak or write. This study aimed at finding out the learners’ problems batch 2018 in using English tenses by using a multiple choice test and a questionnaire. The study employed a quantitative approach and described the result in descriptive form. The subject of this study was the whole population of English Language Education Program batch 2018, in total 98 students. The findings reveal that most of them have problems with past perfect tense (61%), past perfect continuous tense (61%), and future perfect continuous tense (67%). These problems related to the difficulty in applying the aspect and tense in the right context, first language interference, lack of practice and repetition, and students’ confidence in using the language. It is suggested that language teachers should focus their language instruction not only to form but also to function and meaning of the tenses. Additionally, using various techniques suited to teaching tenses is advisable to increase students’ to increase communicative skills.