The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recording and interview about students’ problems in pronouncing English sounds. The result of data analysis showed that there is 46 kinds manner of articulation that the students made when they produced English sounds; 32 vowels and 14 consonants. The data also showed that the main factor that influences the students while pronouncing English words is interlanguage transfer. The implication of this research can be expected upon teaching and learning process. The students should put more awareness toward the L1 interference in pronouncing English vowels and consonant and drill more the correct pronunciation. The study also suggests that the teachers should give an extra attention to this problem. The teacher expected can help the students to reduce the mispronounced. The study also has some contributions to the language field where teachers/lecturers need to take a special attention of this phenomenon.

Cultural competence has become an important element in creating a positive academic atmosphere. This study is a case study on the case of Cross-Cultural Understanding course. The participants or research subjects of this study consisted of diploma, bachelor, master, and doctorate program. This study found out that doctorate students are consistently perceived the cultural awareness. This study does not mean that the older the student the wiser their acceptance to different culture due to some of the diploma program show the highly perceived on cultural awareness.

The research examines the interpersonal competence of student communication in the Business English study program. Interpersonal competence refers to the ability of individuals to collaborate and communicate in groups, both verbally and nonverbally. People with effective interpersonal skills will be sensitive to the feelings and emotions of others around them. This ability is a way to measure the quality of interpersonal communication, which includes knowledge of the rules of nonverbal communication, such as physical contact and intimacy, knowledge of interaction by context, attention to the person to whom to communicate, and attention to the amount. This is evidenced by the test results data of class A students of the Class of 2020, the average score obtained in the listening skill aspect is 53.56, the emotional intelligence aspect is 57.65, and verbal communication is 45. 47, communication in groups is 53.27, and the average score of students totalling 45 is 53.11. There are eleven students who are at a level below average, this happens because of several factors. Then the average score in class B class of 2020, in the aspect of listening skills is 53.35, emotional intelligence is 57.67, verbal communication is 47.47, and communication in the group is 53.28 while the total average number of res throughout is 53.44. There were 21 students who were in the below-average category out of a total of 43. Based on the data obtained, it shows that the scores obtained by class A and B Year 2020 are not too significantly different, this happens because the students experience the same difficulties

The aims of this study are: 1) to investigate the EFL students’ motivation in the implementation of the scientific approach (SA) and 2) to investigate the EFL students’ participation in the implementation of the scientific approach (SA). This investigation was under Classroom Action Research (CAR) and was done in two cycles consisted of four stages namely planning, acting, observing and reflecting. The subjects were the students of SMP Negeri 2 Sinjai Tengah in academic year 2016/2017. The data was collected through observation, questionnaires, and interview. While the results of CAR, both in the first and the second cycle shows that the students’ motivation and participation in the English learning process significantly improved by implementing SA. All students gave positive responses toward the implementation of SA in the English class. Of the two variables, participation variable is higher than the motivation variable. For learning motivation, students’ reaction toward the teacher’s responses and spirit of the students in carrying out their tasks were the most motivating factors of the students in learning. Meanwhile for the classroom participation, classroom embodied action and silent or non-oral participation were the most participation activities favored by students.

: Intercultural communication focuses on the importance of understanding other’s language and cultural background in order to create effective communication. In terms of a subject studied at higher education setting, It is not only concern about mark and result of study but also about quality relationship between lecturers and students. This ideal situation appears to be unbridged well due to the practice of learning for examination. Several studies on effective learning have been conducted, these include  study about effective learning, how to create it and how it influenced by teaching pedagogy or other aspects such as those conducted in high school or at higher education settings. This article reviews several studies on intercultural competence from five different countries. The objective of this study is to present research from different context, models of intercultural communication developed in those settings and possible adaptive models to develop in higher education settings. Data were obtained from a careful review of international articles on the study of intercultural communication using inclusion and exclusion criteria. Result of the review reveals that intercultural communication is the effective pathway for developing teachers’ intercultural sensitivity and professional identity, important aspects to teach in the lecture include emotional intelligence, personal competencies and social competencies that is relevant to future workforce. These studies also encourage lecturers to be curriculum developer rather than merely being curriculum implementer. Implications and suggestions for further study are also provided.