In the new era of industrial revolution 4.0, it demands that people should enhance their communication competence to interact globally. The ability to speak a foreign language is prominently influenced by one of the problems, namely speaking anxiety. This language production barrier affects various aspects of oral communication. This study aimed at finding out the impact of speaking anxiety on freshmen's speaking performance. There were seventy eight freshmen of the 2018/2019 batch involved as the participants of this study. The data were collected by using a Personal Report of Public Speaking Anxiety (PRPSA) questionnaire as well as students' speaking performance, which was evaluated by using a speaking rubric. Pearson Product Moment formula was used to analyze the correlation between the two variables. It was found out that speaking anxiety was correlated to the speaking performance. Fear and nervousness produced by speaking anxiety would affect oral language performance.

This study aimed to describe the students' perceptions of the utilization of ICT in English learning. One hundred and thirty-four students of a private university in South Sumatera were involved as participants of this study. The questionnaires were administered to gain a portrait of students' perceptions. Based on the findings, it was figured out that ICT promoted learning activity, maintained learning motivation, and increased learning achievements. However, ICT potentially hindered students' focus and exposed students to data misuse. These contrary results lead to the discussion on how to maximize the positive impacts of ICT utilization and minimize its potential negative impacts. Several recommendations were formulated such as conducting correlational research to find out the relationship between ICT use and students' English achievement or investigating the effects of ICT implementation on students' English learning achievement through experimental design.

This study aimed to analyze EFL learners' writings. It focused on portraying the most dominant grammatical and lexical errors in writing. It also explored challenges and alternative solutions from students' perspectives. A qualitative approach in terms of descriptive design was applied in this study. The participants were thirty sophomores from four different faculties of a private university that were selected using stratified random sampling. Writing test, questionnaire, and interview were instruments to collect the data. Collecting, identifying, classifying, and describing were modified data analysis stages used in this study. The results revealed 445 grammatical errors and 111 lexical errors found in students' writing. Limited knowledge of grammar and vocabulary, lack of practice and motivation, and unsatisfactory writing skills are the most common students' writing challenges. The students also believed that review and feedback, various material, exercise and assignment exposure, and supporting technological tools are alternative solutions to anticipate the errors and challenges. The data of writing errors, challenges, and alternative solutions provide beneficial insights for the lecturers to formulate proper teaching methods, materials, and activities in writing.

<p><em><strong>Abstract.</strong></em><em> After graduating from school, students are able to study at the university or start working. However, those that are eager to continue their study to the next level generally encounter difficulty in handling TPA or TOEFL questions as a requirement of admission. Meanwhile, those that are willing to start working find it hard to write an English application letter and anticipate job interview questions. This community service aims to assist the twelfth grader in preparing themselves for studying to the higher level or pursue their career by providing TPA, TOEFL, application letter writing, and job interview training. The training was conveyed through the online presentation, question and answer, and drills. The results showed that the students had positive responses towards the training. The students believed that the training brought benefits and helped them to gain a better understanding and knowledge on the discussed topics. Therefore, the students are more motivated to make a maximum preparation to study at the expected university or pursue a dream work</em><em>.</em></p><p> </p><p><strong>Abstrak. </strong>Setelah lulus dari SMA, siswa dapat melanjutkan pendidikan ke jenjang perguruan tinggi atau langsung terjun ke dunia kerja. Namun, siswa yang ingin melanjutkan pendidikan ke universitas umumnya mengalami kendala dalam menjawab soal-soal TPA dan TOEFL yang merupakan tes yang dijadikan sebagai salah satu syarat masuk di beberapa perguruan tinggi. Hal yang sama juga dialami oleh para siswa yang ingin melamar pekerjaan, para siswa mengalami kendala untuk menulis surat lamaran kerja dan mengikuti wawancara kerja. Kegiatan ini bertujuan untuk membantu siswa kelas XI mempersiapkan diri untuk belajar di perguruan tinggi atau berkecimpung di dunia kerja dengan memberikan pelatihan TPA, TOEFL, penulisan surat lamaran kerja dan wawancara kerja. Pelatihan tersebut diberikan melalui presentasi, tanya jawab, dan latihan online. Hasil kuisioner menunjukkan bahwa para peserta pelatihan memberikan respon positif terhadap kegiatan pelatihan yang diadakan. Para peserta berpendapat bahwa kegiatan pelatihan ini bermanfaat dan memberikan mereka pemahaman dan pengetahuan mengenai topik yang dibahas sehingga mereka lebih bersemangat untuk mempersiapkan diri dengan baik agar dapat belajar atau bekerja di tempat yang diinginkan.</p>