This research aims at finding the effectiveness of using song in teaching English at Sulawesi flight college. The researcher applied pre-experimental method, with one group pretest and posttest design which employed speaking test to find out the students' speaking performance in terms of accuracy. The sample consisted of 40 students used purposive sampling technique taken from the population of the second semester students of Sulawesi Flight. The result of the data analysis indicated that there was significant difference of students' English achievement before and after being taught by using songs. It is proved by result of statistical analysis of the level significance 0.05 with degree of freedom (df) = N-1 = 46-1 = 39 which indicated that( t-obs = 4.06 > t -table = (1.68 ). It can be said that there is a significant difference of achievement of the students after the treatment.

Need analysis is the starting point in designing a course or developing material. It is used to gather information from the population about what they need in learning. This study aims at investigating the needs of English for math instructional material for the mathematics education department at UIN Alauddin Makassar. The design research was descriptive quantitative and qualitative research. The population of the research was 64 students, ten graduates, and two lecturers. Research data were collected by using questionnaire and interview. The questionnaire comprises present situation analysis, target situation analysis, and learning needs. The findings show that 1) students have fair ability in English skillslistening, speaking, reading, writing, vocabulary, and grammar, and pronunciation; 2) students need to learn more in reading than others skills. Vocabulary related to their major, and grammar; 3) students need to learn auditorily and visually through video. Students also need to learn in a small group and work in pairs.

This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.