This research is about the phonological process which occurs in the forming of passive verbs in bahasa Bakumpai. The theory applied in this research is generative phonology. The object of this research is bahasa Bakumpai, one of the languages used by people in South and Central Borneo who live by Barito River. The research was conducted with descriptive qualitative method. The data collection was conducted by searching active and passive verbs in bahasa Bakumpai dictionary and verified by a native speaker. Result of the research shows that the prefix which becomes the passive marker is /i/ and when it is attached to stems begin with consonants, there are insertions of  consonants such as the [n], [m], [ng], and [ny] which are categorized as allophones since they occur in complementary distribution in the environments.

Code-switching is a phenomenon studied in sociolinguistics. It exists in multilingual societies like in Indonesia, where people use more than one language to communicate including in classroom interaction, especially in the process of teaching English as a foreign language. This research aimed to find out the types and the functions of code-switching used by English lecturers in teaching English to Non-English Department Students at FKIP of Lambung Mangkurat University in the Academic Year of 2017/2018. This research was conducted through the descriptive-qualitative method. The subjects were the lecturers of English class for Non-English Department Students or Mata Kuliah Dasar Umum (MKDU) Bahasa Inggris Class. The researchers used observations and confirmed the results from the interviews. The data were analyzed by data reduction, data display, and conclusion drawing or verification. The research result indicated that in the process of teaching English, the lecturers sometimes switched their languages: English, Bahasa Indonesia, Banjarese, and Arabic. There were three types of code-switching used by the lecturers which were tag-switching, intrasentential-switching, and intersentential switching. While for the function, there were three functions of code-switching used by the lecturers which were topic-switch, affective-function, and repetitive function. In conclusion, the lecturers switched their languages in some types and for various functions depending on the situation of their teaching activity and students’ need

This study aimed to figure out the types of illocutionary acts produced by a lecturer in online classroom interaction and the functions of the illocutionary acts. This research applied a descriptive qualitative design by involving a lecturer of the English Language Department of Lambung Mangkurat University. The data was collected by using an observation sheet, interview guide, and recording which was analyzed following the steps namely data reduction and data display. The result showed that the lecturer produced four kinds of illocutionary acts in online classroom interaction. There were 275 utterances of illocutionary acts conveyed by the lecturer during the teaching and learning comprising of 165 directive data, 86 expressive data, 23 representative data, and 1 commissive data. Moreover, the findings showed that there were three kinds of illocutionary functions based on 250 data collected. They are 161 competitive data, 86 convivial data, and 3 collaborative data. The lecturer also used questions in the teaching and learning process to engage students in the discussion and assist the lecturer in assessing the students' knowledge on the lesson materials. This finding implies that further research is needed by expanding the focus of speech acts to obtain more comprehensive data about speech acts in online classroom interaction.

Writing essays for EFL students is uneasy since they should have extensive knowledge on the topic, a good language use in vocabulary, grammar, and punctuation, and good motivation in writing. There are some factors that underlie these problems. This study aimed to find out students' perceptions on the affecting factors in writing descriptive essay. This research used a qualitative approach involving 41 students of Advanced Writing class. It utilized questionnaire and interview guideline. The findings showed that every student had distinctive factors that affected them in writing. Internal factors were those that come from inner student such as low motivation, limited vocabulary, lack of knowledge on organizing ideas, and low interest on the topics. Meanwhile, external factors were those that came from outside the individual such as learning atmosphere, learning facilities including dictionaries, hand phones, and laptops, and the role of their classmates and lecturers in writing descriptive essays. Based on the findings, it is suggested to the students to overcome the problems by brainstorming or outlining to help them organize idea. It is also suggested to them to maintain good motivation and interest in writing. Finally, it is recommended to conduct further study to solve EFL students' problems in writing and reduce the factors that hinder them in developing their writing skills.

English verbs have unique inflectional markers which show the past tense. There are two inflectional markers that become the categorization of these verbs. The first marker is the additional morpheme [d] or [ed]. All verbs with this marker are categorized as regular verbs. The second marker is the verb morphophonemic change like the word ‘sing’ [+present] and ‘sang’ [+past]. The verbs of this kind are categorized as irregular’ verbs. Simply, the regular verbs are those whose changes can be morphophonemically predicted while irregular verbs are the ones whose changes are morphophonemically unpredictable. This research is aimed to figure out whether there are morphophonemic inflectional patterns for irregular verbs. This paper is descriptive qualitative research. The data were collected using observation with note taking technique. I analyzed the data using distributional method. The result of the analysis shows that there are four additional sounds added to the ’regular’ verbs such as [d], [t], [ɪd], and [əd]. I also found that the morphophonemic changes in the irregular verbs are influenced by the syllable number, the positions, and the environments of the peak sounds. These findings prove that the term “irregular and regular” is not fully appropriate to classify the verbs.