English language classrooms as real language settings provide ample linguistic data, be they produced by the teachers or the students, as there are some interactions in exchanging thoughts, feelings, or ideas. Speech acts theory indicates that in using the language, people not only create an isolated series of sentences, but also carry out actions by either doing something or making others do something. By using classroom observations conducted in twelve English language classrooms, this study seeks to describe types of sentence forms and kinds of strategies used by the teachers in giving order. The findings indicate that the teachers in the Department of English, Universitas Negeri Malang, who are in a position of authority over the students, do not always impose on their students in making them do what the teachers want them to do. Even though the interactions in the classrooms are not equal as the amount of teacher talk dominates the teaching and learning process, the students (as the hearer) are aware that they should adhere to the teachers' speech acts of ordering to be successful in their study.

The present study is focused on analyzing the uses of some expressions showing expectations in academic texts. A corpus-based study specifically dealing with the uses of the verbs "expect" and "hope", this project seeks to understand the phenomenon as reflected in C-SMILE (Corpus of State University of Malang Indonesian Learners' English). Analyzing the corpus of about 6 million words composed of texts of undergraduate theses written in English by Indonesian EFL learners, this study has arrived at an interpretive point that Indonesian cultural norms are influential to the manifestation of the expressions. The expressions reflect some degree of the writers' religiosity. This unfortunately also suggests a lacking point of evidentiality in academic written works.

-Writing and speaking serve similar purposes in terms of communicating our needs, establishing and maintaining social relationships. Both skills need to be generated by the learners, yet the medium used to convey the message is different. Bailey (2006) refers the medium used to convey the message to modality in which speaking is the productive oral skill meanwhile writing is the productive written skill. Although, both employ different medium, it is possible to integrate writing modes into speaking tasks as what we have applied in our Speaking Classes. Teaching Speaking for Academic Purposes subject to the fourth semester students encourages us to let them make use of what they have learned in Writing courses from their previous semesters. Speaking for Academic Purposes is the advanced level Speaking course because the students need to employ important language functions in presenting current issues, panel discussion and debates (Department of English Catalogue, 2016). To achieve the objective of the course, the activities designed in our classes are to equip the students with abilities to express their opinions, give persuasion and suggestions, compare and contrast ideas, state and justify opinion. Therefore, this paper is to describe the result of integrating writing modes into speaking tasks by adhering to writing organization such as example, problem-solution, persuasive and argumentative modes. The description is managed into two folds: (1) the description of the activities conducted in Speaking classes; and (2) the students' responses on the activities designed in the classroom. This paper concludes that it is possible to align what the students have learned in Writing classes into Speaking Classes.

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