Current seminal studies on teacher creativity and teaching effectiveness have been widely investigated by numerous researchers. Most of them explored both variables (teacher creativity and effectiveness) from various aspects such as the perspectives of teachers, learners, and of gender but they failed to address one important variable, namely the influence of professional development background on these variables. Consequently, this study aims to analyse the influence of blended teacher professional training on teaching creativity and teaching effectiveness from the learners' perspective. A sample of 901 learners from various secondary schools in East Java province was randomly assigned to rate 120 EFL teachers using both the English language teaching creativity scale (ELT-CS) and the English language teaching effectiveness scale (ELT-ES). For this purpose, a validated and reliable five-point Likert scale of ELT-CS and ELT-ES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree) has been employed. After administering the questionnaires, the data were analysed using structural equation modelling (SEM). The findings indicate a positive influence of blended professional training on EFL teachers' creativity and their teaching effectiveness. As for the indicators of teaching effectiveness and creativity, knowledge, subject matter, independent learning, learning environment, and material variables show the strongest influences. Conversely, fluency, flexibility, originality, and elaboration variables show the weakest influences. The detailed influences of each indicator from both variables were also elaborated on. Finally, recommendations for further research are presented.

There are two prominent constraints of students' needs analysis; first, the identification of needs in teaching English for Academic Purposes (EAP) merely focuses on two main dimensions, namely target needs and learning needs, and less to involve affective factors as the basis of all (including learning experience and achievement motivation). Second, there is a common notion that EAP learning is considered the same as general English so that the development of learning design often leads to English for General Academic Purposes (EGAP). This study aims to identify students' perception of learning experience and motivation for the prototype of learners' needs of English for Academic Purposes (EAP) in Industrial engineering. Data were collected from 40 students using three types of questionnaires, namely about learning experiences, learning motivation, and learners' needs. The data of learners' needs was also taken from 8 lecturers as well as program managers. By using quantitative and descriptive analysis, this study showed that first, the students had reasonable learning experience, by being able to participate in the EAP program. Second, the students had strong motivation in achieving their goals. Third, the relationship between learning experience and achievement motivation was not significant and was not quite strong, implying that learning experiences were predicted not to affect students' learning motivation. Fourth, the students' needs lead to English for Specific Academic Purposes (ESAP) which is thus contradictory with the previous notion.

The objective of this research was to quantify the logical thinking capacity of seventh grade students in Tuban, East Java, Indonesia. This research was conducting using the quantitative descriptive method and 119 students in the seventh grade of secondary school in Tuban during the Academic Year 2016/2017. The data was collected by using Logical Thinking Test (LTT) which comprises of six different kind of reasonings; namely conservational reasoning, proportional reasoning, controlling variables, combinatorial reasoning, probabilistic reasoning, and correlational reasoning (source). Based on LTT, scores are categorized into three levels; concrete operational levels, transitional levels, and formal operational levels (source). The results of the research display that (88.21%) of the seventh grade are classified at the concrete operational level, (10.08%) at the transitional level, and (1.68%) at the formal operational level. After conducting this research, teachers are now able to design teaching tactics and have a better understanding of secondary school student's cognitive development and behavior.

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Beberapa kendala yang dihadapi mahasiswa dalam perkuliahan diantaranya kesulitan dalam mereview bahan perkuliahan, keterbatasan waktu, keterbatasan forum komunikasi dan diskusi, kemandirian belajar mahasiswa kurang, keterbatasan media pembelajaran. Sehingga, untuk menciptakan pembelajaran yang efektif harus didukung oleh tersedianya sumber belajar, suasana pembelajaran yang mendorong aktivitas dan kemandirian belajar, memanfaatkan teknologi pembelajaran yang dapat membantu belajar mahasiswa di luar kelas. Penelitian ini bertujuan untuk menilai kepraktisan dan keefektifan model pembelajaran English For Specific Purpose (ESP) berbasis information, communication and technologies (ICT) dalam meningkatkan kemandirian belajar mahasiswa. Penerapan model pembelajaran dilaksanakan di Prodi Pendidikan Ekonomi dan Prodi Pendidikan Bahasa Inggris Universitas PGRI Ronggolawe (UNIROW) Tuban. Pengumpulan data menggunakan instrumen pengamatan, kuesioner, dan tes. Pelaksanaan analisis data menggunakan statistik deskriptif untuk uji kepraktisan dan keefektifan. Hasil analisis data menunjukan keterlaksanaan model tergolong tinggi (praktis). Keefektifan penerapan model pembelajaran berbasis ICT terlihat pada lima aspek yaitu pengelolaan pembelajaran, aktivitas belajar dan kemandirian belajar mahasiswa tergolong tinggi; ketuntasan belajar individual dan klasikal tercapai, mahasiswa merespon positif terhadap penerapan model pembelajaran berbasis ICT.