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.

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman's (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students' learning experience and learning outcome.

Research shows online students are more likely to quit class if they do not like the instructor, the format, or the feedback. In addition, since they work independently, relying almost wholly upon self-motivation and self-direction, online learners may be more inclined to withdraw from the class if they do not get immediate results. In Indonesia, online learning is spot as deficient compared with face-to-face learning. It is notably due to the lack of social presence and lacks' of students satisfaction. However, little research has been done to investigate students' perception of online learning in Junior High School. This study describes students' perceptions of social presence and satisfaction by 9th grade at SMPN 3 Banjarmasin. The researcher conducted a qualitative approach with the descriptive method. The total number of respondents is 54 students. The researcher used online instruments which questionnaire and interview for collecting the data. The result in this study indicated that most students felt comfortable introducing themselves and communicating in an online environment. Furthermore, students are satisfied knowing that they can deepen the subject matter at home. Besides, students are not satisfied that they can understand the subject well in online learning. The finding was also found that student's willingness to take more online classes is strongly disagreed.

One of the most current issues in recent years is the development of integrating online learning in the classroom. In Indonesia, it is seen on the Act of the Minister of Education and Culture No. 109 Year 2013. This issue came from the problems on the availability, accessibility, quality, equality, and guarantee. Further, an effort conducted by the Ministry of Education is developing e-Learning platform at universities. As one of the universities who supports the government policy, the English Department of Universitas Lambung Mangkurat applies for this e-Learning program through the http://elearning.ulm.ac.id. As a result, there is a need to unravel students' perceptions in the implementation of this policy as one of the ways to see the successful standard and to explore students' views. Employing qualitative method, this study uncovered the foci of English Department students' view of the independent assessment, learning outcome, and evaluation of learning English online. Using a validated questionnaire and an interview, the results showed that e-Learning program supports students in learning English. It is seen from their perceptions of the independent assessment that the students gave a good response. On the learning outcome, the students responses were in the category of fair. Meanwhile, on the e-Learning evaluation, the students' responses were in the fair category. The availability, accessibility, quality, equality, and guarantee problems can be lessened through e-Learning. Thus, this study offers proof to other universities which are about to integrate e-Learning to improve and complete their face-to-face classroom.

Language is said to be the arbitrary vocal symbol. This implies that language consists of speech sounds (e.g., sounds produced by using speech organs) based on the social agreement or convention. A certain word has a meaning because of the language users have given it. A word and its meaning are the results of social agreement or convention. This article is an attempt to develop the coverage of arbitrariness of a language relating to the concept provided by Ferdinand de Saussure, namely: the relationship between the signifiant and the signifie. The arbitrariness (1) might extend to linguistic features belonging to the particular language, (2) might be examined in the naming of a thing, an animal, or any object and what it symbolizes, (3) lies in the use of the same thing with different words to refer to, (4) might extend to the creation of terms to refer to the same thing, ( 5) is associated with the grammatical features of languages, ( 6) is related to creating a "new language' based on the existing language. This arbitrariness of a language has implications on the language use that relies on relationships of word denotations based on socio-cultural agreements. A language-use is controlled by linguistic etiquette. Linguistic etiquette is something like guidance for language use in ABOUT THE AUTHORS