This study discusses about pronunciation errors made by medical students at S&I Learning Centre. The study aims to describe the types of pronunciation errors found in students' utterances using descriptive qualitative method. The subject are medical students at S&I Learning, meanwhile the object of this exploration are students' utterances in English. The data was collected through audio recording and then those was analysed by using theory proposed by Corder by classifying errors into three types. The results show that the sorts of pronunciation errors created by medical student and 2) the cause of pronunciation errors produced by medical students. Students’ pronunciation errors are also classified into three types. Those are interference errors, intralingual errors, and developmental errors. In speaking, teacher and students had their effect to each other. The teacher has duties to assess and address the error of students by addressing the errors produced by learners permanently, particularly at the time when they drilled and practiced the correct pronunciation in speaking skill. In addition, students too should be more dynamic in surveying and correcting the pronunciation themselves. They have to create and improve their pronunciation capacity by appreciating the hypothetical about legitimate phonological. In accordance with this reason, it is necessary to apply an appropriate learning model to reduce pronunciation errors produced by students.

This study discusses the formation of causatives based on the criteria proposed by Dixon (2012). Pertain to the mechanism of valency increasing, it is found that causative construction in Sasak Kuto-Kute dialect covers two forms: morphological and lexical. Morphological causative involves the process of adding confix N -ang/in and affix -in to the non-causative base verb, whilst, the lexical causative uses the causative verb mate 'died/killed'. Furthermore, it was found that the formation of causative from intransitive verbs can be done by moving the original S to O position in the causative construction, which is morphologically marked on the verb, and also using different verbs with the same meaning to form the causative construction which is followed by the transfer of the original S to O position. For transitive verbs, the formation can be done through the use of affixes with the original A and original O both becoming O1 and O2. Last, the causative construction in the dialect semantically involves five semantic parameters, namely transparency, naturalness, intention, involvement, and control.

This study aims at investigating the capability of the English department students, Faculty of Humanities, Udayana University in pronouncing diphthongs. Diphthong is a glide from one vowel to another. English is very rich in words containing diphthongs, such as: / aI / in the word try / traI / buy / baI /; / eI /, in the words they / ðeI /, day / deI /, / eə / as in hair / heə /, chair /tʃeə/. Meanwhile, the number of diphthongs in Indonesian and Balinese as the mother tongue of the students is very limited. This difference certainly creates problems for students in pronouncing the English words consisting of diphthongs. The knowledge of English sounds is taught in the subject of English phonetics and phonemics in the fifth semester. This study examined the ability of new students who have not taken the English Phonetics and Phonemics subject to be compared with the ability of those who have got this subject, so that it can be seen to what extent this course can change student performance in pronouncing diphthongs. This research is a qualitative descriptive research supported by quantitative data. The population of this study was 50 new students and 50 sixth semester students, taken randomly. The research instrument was a list of English words containing diphthongs and questionnaires. The technique of collecting data was done through recording, and the data were analyzed descriptive qualitatively and presented formally and informally.

The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

With its unique and progressive approach on education, Green School High School Literacy Syllabus shall be evaluated from an ESP perspective and there is currently no research about it. The aim of this study is to find out what language skills the students think they need and help determine if the existing syllabus at Green School has adequately addressed the needs using qualitative-quantitative methods. Through questionnaires, this study uses Hutchinson-Water's theory of target needs and learning needs. After careful evaluation, the findings suggest that the syllabus has not addressed the Needs sufficiently. Out of 86 subskills, there are only 38 subskills addressed sufficiently.  In this context-specific study, there are several implications to be drawn.