The study was under descriptive qualitative research to identify the most dominant speech act of the Bronte Sisters’ characters. The researchers collected 3,322 utterances from six characters of Charlotte Bronte’s Jane Eyre (Jane Eyre and Edward Rochester), Emily Bronte’s Wuthering Heights (Heathcliff and Catherine Earnshaw), and Anne Bronte’s The Tenant of Wildfell Hall (Gilbert Markham and Helen Graham). MAXQDA 2018 supported the data analysis procedure; thus, coding was used in identifying speech acts. After coding implemented, the researchers analyzed the coding by using qualitative and quantitave compare groups, as well as document comparison chart in MAXQDA 2018 to check the most dominant use of speech acts in all characters. The study found that directive speech act is the most dominant speech act found in the Bronte sisters’ characters, while the declarative speech act is the least speech act. Speech acts of the Bronte sisters’ characters was expressed in declarative, interrogative and imperative forms.  Besides, speech acts in these novels highlight the use of address term, epithet, expression (verb, adjective, modal verbs), exclamation, conditional clauses, hedges and affirmative answer.

The world of work requires prospective workers to have skills according to the needs of the 21st century. Thus, it is important to provide work-based learning to provide work experience and develop student skills. The purpose of this study was to identify students' attitudes and skills during the internship from the point of view of company advisors as mentors and users. The method used is a qualitative method with company advisors as to the data source. Data collection was carried out by structured interviews, where interview questions were built based on the reference indicators used, namely work-based learning and learning innovation skills. The results showed that in general during the apprenticeship students have motivation, discipline, the adaptation of work ethics, responsibility in completing tasks and build good interactions with the institutional environment. From the aspect of student learning skills and innovation, there are still a number of things that need to be improved and trained such as problem-solving, communication, innovation, and creativity. Therefore, some of the skills included in learning innovation skills need to be applied in learning in order to prepare students before entering the workforce.

This study aimed to analyze the influence of internship as a form of the WBL model to LIS students, in terms of the assessment theory of work-based learning and framework of 21st-century skills. The method used is descriptive quantitative, with respondents students who have done internships. The results showed that there are significant WBL (X) on critical thinking and problem-solving skills (Y1), indicated by the results of the significance value 0.000 <0.050 probability and the value of t, the obtained value of tcount 6.177 > ttable 2.024. Next, there is the influence of WBL (X) on communication skills (Y2), seen from the significance value of 0.000 <0.050 probability. Then, for a value of t, obtained the value of tcount 5,039> ttable 2,024. There is the influence of WBL (X) on collaboration skills (Y3), seen at a significance value of 0.000 <0.050 probability. Then, for a value of t, the obtained value of tcount 5,405 > ttable 2,024. There is no significant and positive relationship between the implementation of WBL and students' Creativity and Innovation skills (Y4). This can be seen when the linearity test is carried out. The implementation of an internship can contribute to the development of skills covered in LIS, except for creativity and innovation skills.