The goal of research was to achieve a deep comprehension of English speech acts of illocutionary force. The method applied was ethnography of communication. In relation with an approach, I applied the qualitative one. In the data collection procedures, I applied the ethnography method, i.e. field observation, recording, transcription, interview, and field notes. In analyzing the data, I used the model of communication analysis, such as analysis of: communication situation, communication events, and communication acts. The findings showed that (1) the realization of speech acts of illocutionary directive had been the dominant one, (2) the realization of Grice's maxims had been conducted "Good" as shown by the achievement index of 78. 431 %, while the hit of maxims reached the index of 21.569 %, (3) the realization of direct and indirect speech acts proved that the question intonation (Ok?

English-speaking anxiety is a specific phenomenon in the context of English language learning which has debilitating consequences on EFL learners’ speaking skills if the condition is severe. Focusing on this issue, this study was intended to describe the levels of speaking anxiety of English Education Study Program’s fourth-semester students who are taking Advanced English-Speaking Course at University of Palangka Raya. To obtain the objective, the data were collected through observation, questionnaire, and documentation. The result of data analysis revealed that the participants mostly experience a moderate speaking anxiety level because their average number of speaking anxiety signs as observed is 2, and their average FLSAS score from the questionnaire is 53.83. As evidenced by the data distribution, 15 participants (42.9%) have a moderate level, followed by 14 participants (40.0%) who have a low level and 6 participants (17.1%) who have a high level. Furthermore, it can be inferred that the higher the level of speaking anxiety is, the lower the speaking score they have. Concerning this result, it is suggested that the lecturers should formulate teaching strategies to help students reduce their speaking anxiety. Likewise, students should be active in finding ways to alleviate their speaking anxiety level.

This research was conducted to investigate and understand pronunciation problems, which is the sub-skill of speaking in the first semester students of the UPR FKIP English Education Study Program through contrastive analysis. The purpose of this study was to analyze pronunciation errors in English words and the causes of the errors made by students who were the research subjects. The design used in this study to present the data is descriptive qualitative. The results of data analysis were classified into consonant errors (consonants), vowels (vowels), and vowels (diphthongs) and the causes why these errors occured. Based on the results of data analysis, the English segmental sounds that were difficult to pronounce by students of the English Education Study Program semester I in the academic year 2020/2021 were (1) long vowels or tense vowels (i:, u:, ?:, ?:, ?:]; (2) short vowels soundor lax vowels low vowel sound [æ], and neutral vowel (schwa) [?]; (3) the sound of diphthongs (double vowels), namely rising diphthongs [??] and falling diphthongs [??], [e?], and [??]; and (4) fricative consonant sounds [f, v, z, ?, ð, ?, ?]. The causes of difficulty in learning pronunciation of English segmental sounds are (1) differences in Indonesian and English sound systems and (2) lack of knowledge of the English sound system.