<span>This study aimed to: i) identify the types of completion and ways of completing mathematical tasks carried out by students based on the type of their educational institution (junior high school/SMP and junior Islamic high school/MTs); and ii) explore the tendency of the type of reasoning students use in completing the tasks. This study involved 93 students at grade 8 of prominent SMP and MTs in Sidoarjo Regency, East Java, Indonesia. Variety of ways and solutions to mathematical tasks and the tendency to type students' reasoning were explored through creative reasoning tests. Interview techniques by telephone were implemented to further explore the types of student reasoning: local creative reasoning (LCR) or global creative reasoning (GCR). The results showed that in comparison to MTs students, SMP students have more varied answers and ways to solve mathematical tasks. However, in certain cases MTs students show some unique answers. The type of creative reasoning that students tend to use is of the LCR. These findings indicate the importance for mathematics teachers to design mathematics tasks that develop GCR-type creative reasoning. Examples and exercises in mathematics textbooks should also be directed at developing this type of creative reasoning.</span>

Note-taking is one of important skills students need to practice in order to understand the content of both printed and unprinted texts effectively. To do note-taking, readers can do either manually or digitally. However, with the advancement of technology nowadays especially in this pandemic era, readers can practice note-taking more easily with the use of technological tools, such as laptop and mobile. This descriptive qualitative research aims to discover how university students practice note-taking particularly to explore their note-taking strategy and preference for refining literature review in English academic writing. This included identifying the strategy they apply in note-taking practices to understand the content of the articles they read and identifying their note-taking. To explore the issue, the researcher collected data through questionnaires and interview with 62 English students taking academic writing who have intense note-taking practices as part of the course activities. The results of this study showed the majority of millennial students prefer using digital note-taking with 66.12% responses. They decided to use it as it is faster and easier in doing note-taking. The digital technology that the students used commonly was mobile phone with 54.84% responses. They chose this tool to practice note-taking as it is handy.

Feedback in English Language Teaching has been believed to play a crucial role in the development of student English competency. This paper presents findings from observation, interview, and questionnaire and document analysis from speaking and writing classes in two Indonesian high schools. Different types of feedback used in these two different skills are presented along with teacher perspectives on their use of feedback and student preference on teacher feedback in these two skills. Findings indicate that while student prefer particular type of feedback, teacher view that student need certain type of feedback other than what student prefer. The paper also highlights the possible cause of such discrepancy.

This research aimed to measure the relationship of school origin, gender and region with the UMPTKIN scores in IAIN Kendari and UINSA Surabaya. This was quantitative research. Cluster sampling was used to recruit 100 test-takers in IAIN Kendari and 86 in UINSA Surabaya. Data analysis involved Kendall’s Tau b correlation test. The results showed a significant relationship between gender and score in IAIN Kendari (p = 0.006) and between school origin and score in UINSA (p = 0.014). The level of correlation between school origin, gender and region with UMPTKIN score was low at both universities. The findings confirmed existing theories on the relationship of school, gender and region with learning scores. Keywords: types of school origin, gender, region, enrollment examination for state Islamic religious colleges