<p>This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.  </p>

impacts on the development of the languages used by the community concerned.One of the impacts is language shift. Factors that are conducive to language shiftare varied. One of these factors is language attitude. This article discusses a furtherimpact that language shift itself can in turn cause, i.e., language death, its process,and the efforts made by individuals, social groups, and the government in authorityto maintain the existence of a language, which implies language maintenance.Keywords: language shift, language maintenance

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking

Learning strategy becomes an essential factor in the success of language learning. It is the first step for language learners to enhance their own learning because the learning strategies are tools for active, self-directed involvement, and essential to develop communicative competence (Oxford, 1990). Therefore, students need to be introduced to the various types of learning strategies through integrated strategy-based instruction. This research is aimed at improving students' writing skills, which is focused on the improvement of students' English grammatical competence through Strategy-Based Instruction (SBI).In this classroom action research, the students were engaged in a weekly integrated writing strategy-based instruction or training. They employed some learning strategies to improve their writing skills, i,e. writing difficult or new words and grammatical patterns on some small pieces of cards or mobile phones, using electronic dictionary, discussing their feeling with the lecturer, and practicing peer review, with a guided editing checklist. The findings show that there was an increase in the students' awareness to use strategies (i.e. using mechanical techniques, highlighting, making efforts to find out how a word works in context by checking it in the dictionary, discussing the indiscipline attitude to the lecturer, and practicing peer review with a guided editing checklist). The finding also shows that the students' grammatical competence as one of competences needed in writing improved.