<p class="AbstractText"><span lang="EN-GB">This paper explored the mispronunciations produced by Indonesian graduate students in their presentation projects. The data were collected from presentation projects of 11 graduate students of the English Education Master’s Program of Sanata Dharma University. The researchers used a document analysis as a technique to analyze the data. Results showed that 89 mispronunciations existed in the presentation projects. The mispronunciations were categorized into three types of errors, namely: 26 mispronunciations belonged to the first type, the problems in the pronunciation of non-native sound; 36 mispronunciations belonged to the second type, the carry-over of pronunciation regularities from the mother tongue (L1); and 27 mispronunciations belonged to the third type, the overgeneralizations of target language (L2) regularities. It is expected that the findings can become a stepping stone for graduate students to improve their English pronunciation.</span></p>

Conducting a classroom action research, this study explores how the utilization of authentic videos can enhance students' ability in developing the content of their speaking. A preliminary study which is done by the researcher shows that a group of 10 th grade students had a problem in developing their speaking content in English class. Therefore, the researcher determined to use authentic videos in order to solve this problem and improve students' ability in developing speaking content. These authentic videos are expected to attract students' attention as well as give good and authentic models about delivering the message, speaking organization, idea development, and transitions. The findings, from students' score, interview, and observation, and its analysis indicate that the use of authentic videos were effective enough in enhancing students' speaking content development. Besides, students also learned how to pronounce certain expressions, use good intonation in telling something, manage their facial expression and body language when they speak with others, and so on.

Conducting a classroom action research, this study explores how the utilization of authentic videos can enhance students ability in developing the content of their speaking. A preliminary study which is done by the researcher shows that a group of 10th grade students had a problem in developing their speaking content in English class. Therefore, the researcher determined to use authentic videos in order to solve this problem and improve students ability in developing speaking content. These authentic videos are expected to attract students attention as well as give good and authentic models about delivering the message, speaking organization, idea development, and transitions. The findings, from students score, interview, and observation, and its analysis indicate that the use of authentic videos were effective enough in enhancing students speaking content development. Besides, students also learned how to pronounce certain expressions, use good intonation in telling something, manage their facial expression and body language when they speak with others, and so on.DOI:http://e-journal.usd.ac.id/index.php/IJIET/article/view/957/749