Although providing students with teacher written corrective feedback for their writing is considered critical, research has not come to conclusive findings on which form of written corrective feedback can best promote students' learning. Students still face a lot of problems in making sense of written corrective feedback from their teachers. Hence, interaction between teacher and student is necessary to solve such problem of feedback communication. Responding to this issue, the present study was intended to examine the effects of teacher written corrective feedback combined with teacher-student conference on students' revision in writing a cause-effect essay. Two intact classes of 73 students taking an academic writing course at Institut Agama Islam Negeri -IAIN -Tulungagung were involved in this study. A cause-effect writing prompt and a revision scoring rubric were developed for use as the instruments to collect data on students' making revisions. The findings show that there is no statistical significant difference in the mean scores of the revisions of the students given teacher written corrective feedback combined with teacher student conference and those of students provided with teacher written corrective feedback only.

This study investigated teachers’ grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian educational context were interviewed in depth to reveal their grading decision making. The results show that the teachers believe that assigning grades is not only for measuring the students’ ability, but also for making them active users of the language, giving them life skills and experience and motivating them. In addition, these teachers use various grading practices involving not only formal assessment but also informal one. Remedial tests, giving more tasks and grade adjustment are also done to reach the criteria of passing grade. The factors considered in grading decision making are achievement factors in the forms of scores from formal and informal assessment and non-achievement factors involving students’ effort and behavior, curriculum and school policy.

This study examined students' views on the use of web-based materials in ELT classes. It was triggered by the findings of some previous studies done in the developed countries showing that, in this digital era, teachers and students still have not abandoned traditional materials despite the growing interest in digital/web-based materials [2,10]. Therefore, this study tried to reveal students' attitude on their lecturers' use of technology for ELT in Indonesian context where, as one of developing countries, the technology is booming nowadays. The focuses of this study were the students' preference on the use of book-based and web-based materials, the motivational impacts of the use of book-based and web-based materials for the students, and the problems in using book-based and web-based materials. This study involved students of English Department at IAIN Tulungagung. They were given questionnaires on their lecturers' materials used in their ELT classes and some of them were then interviewed in details for their further responses. The findings of this study reported the students' real preference, advantages, and problems related to ELT materials which can be used as a reference for the lecturers or teachers in selecting the materials for their students in similar context.

Pre-service biology teachers are required to be able to design innovative learning tools, which include lesson plans, student worksheets, and assessment. Metacognitive strategy, along with the assistance of Self Understanding Evaluation Sheet (SUES), could be considered to help them construct the learning tools. This study intended to train pre-service biology teachers' skills in designing biology learning tools. It employed a one-shot case study design with 36 biology pre-service teachers at Universitas Negeri Surabaya, Indonesia, involved as participants. The implementation of the metacognitive strategy included revealing pre-service teachers' prior knowledge, determining confidence, writing new knowledge, contrasting the prior knowledge with the new knowledge, and evaluating their understanding using the SUES. Results showed that all pre-service teachers were skillful in designing biology learning tools, of which the scores given by the lecturer and themselves showed the insignificant difference. Another finding portrayed that the pre-service teachers provided positive feedbacks as a response to the implementation of metacognitive strategy during the learning process in designing biology learning tools.

Paper waste is an  organic residual that has not been widely utilized and its existence around us. The high cellulose content in paper waste allows it to be used as a media for cultivating white oyster mushrooms. This aims to compare the speed of mycelium propagation from different concentration of paper in each growing medium. The study used a Completely Randomized Design (CRD) with six treatments and five repeattation. The treatment used is the difference in the composition of 0% paper waste media (control); 20% of paper waste; 40% of paper waste; 60% of paper waste; 80% of paper waste; and 100% of waste paper. The data were obtained from six time  observations in the form of mycelium propagation (cm)and tested with anava. The results were not significant at 1,65 using correcttion factor 2,53. Mycelium propagation speed was influenced by environmental factors such as temperature, light intensity, humidity, and air circulation.