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K
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:
Attitu
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f
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Fo
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C
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A
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Ho
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1.
I
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D
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B
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o
n
s
ev
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p
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esear
ch
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[1
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5]
,
it
ca
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s
aid
t
h
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th
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T
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I
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[
6
]
.
Mo
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I
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I
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d
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to
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ev
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.
First
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cu
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co
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tex
t
[
1
]
.
T
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s
tu
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y
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tated
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at
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u
ltu
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I
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cu
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to
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v
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licts
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p
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ef
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a
h
ar
m
o
n
i
o
u
s
co
n
d
itio
n
.
Alwas
ilah
[
2
]
s
tated
th
at
th
ese
ch
ar
ac
ter
s
h
am
p
er
th
e
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
i
n
g
as
E
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in
I
n
d
o
n
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Evaluation Warning : The document was created with Spire.PDF for Python.
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Seco
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[
5
]
.
T
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s
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h
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cq
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in
s
ch
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d
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E
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h
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as
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A
s
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tific
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ce
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s
.
Gu
lto
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an
d
Su
p
r
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ti
[3
,
4]
s
tated
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e
o
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th
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o
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E
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a
n
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e
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ize
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b
ig
(
40
s
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ts
p
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class
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.
M
ea
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,
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f
o
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l
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in
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m
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s
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with
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[
3
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.
T
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lim
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ex
p
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FL
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ess
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s
atis
f
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to
r
y
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esu
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in
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n
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lis
h
la
n
g
u
a
g
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lear
n
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n
g
in
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d
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n
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Me
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it
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s
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with
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m
en
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p
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.
W
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co
m
m
u
n
icatio
n
,
lan
g
u
ag
es a
r
e
lear
n
t m
o
s
t e
f
f
e
ctiv
e
[
4
]
.
Un
f
o
r
tu
n
atel
y
,
it
is
f
ar
f
r
o
m
th
e
f
o
r
ei
g
n
lan
g
u
ag
e
lear
n
in
g
in
I
n
d
o
n
esian
e
d
u
ca
tio
n
u
n
it
s
in
ce
th
e
en
v
ir
o
n
m
en
t
d
id
n
o
t
p
r
o
v
id
e
th
e
n
ec
ess
ar
y
s
tim
u
li
a
n
d
ex
p
er
ien
ce
.
B
esid
es,
s
tu
d
en
ts
lear
n
E
n
g
lis
h
ju
s
t
to
s
atis
f
y
th
e
s
ch
o
o
l
r
eq
u
ir
em
en
t
s
o
th
at
th
ey
ca
n
g
r
ad
u
ate
f
r
o
m
th
eir
s
ch
o
o
ls
.
T
h
ey
d
o
n
o
t
r
ea
lly
f
ee
l
th
at
it
is
v
er
y
im
p
o
r
ta
n
t
f
o
r
th
ei
r
f
u
tu
r
e
.
Fro
m
th
e
last
s
itu
atio
n
,
it
is
ap
p
ar
en
tly
,
th
e
s
tu
d
en
ts
wer
e
lack
o
f
m
o
tiv
atio
n
o
n
lear
n
in
g
E
n
g
lis
h
an
d
lead
th
em
to
h
av
e
n
eg
ativ
e
attitu
d
e
to
war
d
th
e
lan
g
u
a
g
e.
W
h
en
c
h
ild
r
en
d
o
n
o
t
h
a
v
e
m
o
tiv
atio
n
,
th
e
y
will
h
av
e
b
a
d
attitu
d
e
to
war
d
it
[5
,
7]
.
I
n
t
h
e
f
ield
o
f
ac
q
u
ir
in
g
f
o
r
ei
g
n
o
r
s
ec
o
n
d
lan
g
u
ag
e,
attitu
d
in
al
f
ac
to
r
s
p
lay
as
o
n
e
p
o
wer
f
u
l
r
o
le
in
t
h
e
s
u
cc
ess
o
f
f
o
r
eig
n
o
r
s
ec
o
n
d
lan
g
u
ag
e
l
ea
r
n
in
g
[
8
]
.
T
h
ese
f
ac
to
r
s
d
r
iv
e
s
o
m
eo
n
e
’
s
m
in
d
an
d
tr
ig
g
er
s
o
m
e
o
n
e’
s
p
o
wer
f
o
r
th
e
tire
s
o
m
e
p
r
o
ce
s
s
o
f
o
b
tain
in
g
a
s
ec
o
n
d
o
r
f
o
r
eig
n
lan
g
u
ag
e.
R
eg
ar
d
i
n
g
to
s
tu
d
en
ts
’
ex
p
er
ien
ce
,
it
is
ar
g
u
ed
th
at
ac
h
iev
em
e
n
t
an
d
m
o
tiv
atio
n
p
r
o
v
id
e
m
u
ch
in
f
lu
en
ce
o
n
t
h
e
p
e
r
ce
p
tio
n
s
o
f
lear
n
er
s
[
9
]
.
Su
p
r
iy
an
ti
[
4
]
r
e
p
o
r
te
d
th
at
b
elief
s
will
g
iv
e
in
f
l
u
en
ce
o
n
s
o
m
eo
n
e’
s
ex
p
ec
tatio
n
th
at
wi
ll sh
ap
e
s
o
m
eo
n
es’
ex
p
er
ien
ce
[8
,
9]
.
L
ea
r
n
er
s
’
p
r
ev
io
u
s
p
o
s
itiv
e
o
r
n
eg
ativ
e
ex
p
e
r
ien
ce
s
,
s
o
cial,
cu
ltu
r
al,
f
a
m
ily
/h
o
m
e
b
ac
k
g
r
o
u
n
d
,
an
d
in
d
iv
id
u
al
d
if
f
er
e
n
ce
s
s
u
ch
a
s
p
er
s
o
n
ality
in
f
lu
e
n
ce
th
e
le
ar
n
er
s
’
b
elief
a
b
o
u
t
th
eir
s
u
c
ce
s
s
f
u
l
o
f
f
o
r
ei
g
n
lan
g
u
ag
e
[
9
]
.
T
h
e
lear
n
e
r
’
s
b
e
lief
af
f
ec
ts
th
eir
s
ec
o
n
d
o
r
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
ac
tio
n
an
d
ex
p
er
ien
ce
s
o
th
is
w
ill
a
ls
o
h
av
e
an
in
f
lu
en
ce
o
n
th
e
lear
n
er
s
’
attitu
d
e
a
n
d
m
o
tiv
atio
n
o
f
s
ec
o
n
d
lan
g
u
ag
e
(
L2
)
a
n
d
h
av
e
d
ee
p
im
p
ac
t
o
n
lear
n
i
n
g
ac
h
i
ev
em
en
ts
an
d
e
x
p
er
ien
ce
.
L
e
ar
n
er
s
’
attitu
d
e
ca
n
b
e
d
e
f
in
e
d
as
a
co
llectio
n
o
f
f
ee
lin
g
s
r
eg
a
r
d
in
g
lan
g
u
ag
e
u
s
e
an
d
its
s
tatu
s
in
th
e
s
o
ciety
.
F
allac
io
u
s
b
elief
s
ab
o
u
t
la
n
g
u
ag
e
lear
n
in
g
m
ig
h
t
ten
d
to
cr
ea
te
s
u
ch
a
less
ef
f
ec
tiv
e
lan
g
u
ag
e
lear
n
in
g
s
tr
ateg
ies
an
d
o
n
th
is
ac
co
u
n
t
it
ca
n
p
r
o
v
id
e
less
s
u
cc
ess
f
u
l
lear
n
er
s
[
4]
.
Me
an
wh
ile
,
b
elief
is
a
k
ey
th
at
in
f
lu
en
ce
teac
h
er
s
’
v
iews,
u
n
d
er
s
ta
n
d
in
g
s
,
an
d
v
alu
es.
Ma
n
y
r
esear
ch
er
s
d
ef
in
e
b
elief
s
in
m
an
y
d
if
f
er
e
n
t
way
s
.
I
t
is
s
tated
th
at
b
elief
i
s
an
in
d
iv
id
u
al
ju
d
g
m
en
t
o
f
th
e
tr
u
th
o
r
f
alsi
ty
o
f
a
p
r
o
p
o
s
itio
n
,
a
ju
d
g
m
en
t
th
at
ca
n
o
n
ly
b
e
in
f
er
r
ed
f
r
o
m
a
co
llecti
v
e
u
n
d
er
s
tan
d
in
g
o
f
wh
at
h
u
m
an
b
ein
g
s
ay
,
in
te
n
d
an
d
d
o
[
1
0
]
.
T
h
e
ex
is
tin
g
b
o
d
y
o
f
r
esear
ch
s
u
g
g
ests
th
at
b
elief
s
ca
n
b
e
r
elate
d
to
a
n
u
m
b
er
o
f
f
ac
to
r
s
s
u
ch
as
lan
g
u
ag
e
le
ar
n
in
g
ex
p
e
r
ien
ce
,
g
en
d
er
,
ag
e,
lear
n
in
g
s
ty
le,
p
er
s
o
n
ality
an
d
ac
ad
em
ic
p
er
f
o
r
m
an
ce
d
i
f
f
er
e
n
ce
s
.
I
n
th
is
r
eg
ar
d
,
b
elief
s
a
b
o
u
t
lan
g
u
ag
e
lear
n
in
g
ar
e
m
u
ltip
le
p
ar
am
eter
s
estab
lis
h
ed
p
o
in
ts
.
B
esid
es,
b
elief
s
ar
e
s
p
ec
if
ic
s
itu
atio
n
th
at
m
ay
v
ar
y
d
ep
en
d
in
g
o
n
th
e
am
o
u
n
t
o
f
lear
n
in
g
ex
p
er
ien
ce
lear
n
er
s
h
av
e
r
ec
ei
v
ed
[1
1
]
.
L
an
g
u
ag
e
lear
n
in
g
b
elief
s
ar
e
s
u
ch
a
co
m
m
o
n
p
r
e
m
is
e
o
f
th
e
s
tu
d
en
ts
as
lan
g
u
ag
e
lear
n
e
r
s
.
T
h
ey
a
r
e
also
th
e
ch
ar
ac
ter
s
o
f
lan
g
u
ag
e
lear
n
i
n
g
,
a
n
d
f
ac
to
r
s
wh
ich
p
lay
r
o
le
i
n
lan
g
u
ag
e
lear
n
i
n
g
an
d
teac
h
i
n
g
wh
ich
ar
e
s
h
ap
ed
eith
er
th
r
o
u
g
h
p
e
r
s
o
n
al
ex
p
e
r
ien
ce
o
r
i
n
f
lu
en
ce
d
b
y
o
th
er
p
eo
p
le.
A
ttit
u
d
es
in
lear
n
in
g
an
d
th
e
o
u
tp
u
t
o
f
lear
n
in
g
h
a
v
e
s
tr
o
n
g
r
elatio
n
s
h
ip
th
at
is
p
o
s
itiv
e
lear
n
in
g
attitu
d
es
ten
d
to
r
esu
lt
o
n
b
o
th
s
u
cc
ess
f
u
l
lear
n
in
g
p
r
o
ce
s
s
an
d
s
u
cc
ess
f
u
l
teac
h
in
g
p
r
o
ce
s
s
[5
,
7
,
1
2
]
.
I
n
r
eg
ar
d
in
g
to
s
ec
o
n
d
la
n
g
u
a
g
e
teac
h
in
g
th
eo
r
y
,
th
is
s
tatem
en
t
is
s
u
p
p
o
r
ted
b
y
co
g
n
itiv
e
lear
n
in
g
th
e
o
r
y
a
n
d
s
o
cio
cu
ltu
r
al
v
iews
o
f
lear
n
i
n
g
.
C
o
g
n
itiv
e
lear
n
in
g
th
eo
r
y
ex
p
lain
s
a
k
in
d
o
f
s
o
p
h
is
ticated
p
s
y
ch
o
l
o
g
ical
s
itu
atio
n
s
lik
e
m
o
tiv
atio
n
an
d
o
th
er
p
r
o
ce
s
s
,
wh
ile
s
o
cio
cu
ltu
r
al
v
iews
o
f
lear
n
in
g
s
tated
th
at
s
o
cial,
cu
ltu
r
al
an
d
h
is
to
r
ical
in
f
lu
en
ce
s
o
n
le
ar
n
in
g
[1
3
]
.
Attitu
d
es
h
av
e
a
v
er
y
cr
u
cial
r
o
le
in
lan
g
u
ag
e
l
ea
r
n
in
g
an
d
ap
p
ea
r
to
in
f
lu
en
c
e
s
tu
d
en
ts
’
s
u
cc
ess
o
r
f
ailu
r
e
in
t
h
eir
lear
n
in
g
[1
4
]
.
T
h
e
n
atu
r
e
o
f
lan
g
u
ag
e
lear
n
in
g
ar
e
in
tellectu
al
p
er
s
p
ec
tiv
e,
p
s
y
c
h
o
lo
g
ical
an
d
s
o
cial
asp
ec
ts
wh
ich
d
ep
en
d
p
r
im
ar
ily
o
n
th
e
lear
n
er
s
’
m
o
tiv
atio
n
an
d
attitu
d
e
to
lear
n
th
e
tar
g
et
lan
g
u
ag
e
[1
5
]
.
Faid
ah
[1
5
]
;
Gan
,
et
a
l.
[1
6
]
;
B
ah
ar
u
d
in
,
et
a
l.
[1
7
]
p
r
esen
t
ed
a
co
m
p
r
eh
e
n
s
iv
e
b
o
d
y
o
f
d
e
f
in
itio
n
o
f
th
e
attitu
d
e
c
o
n
ce
p
t
,
a
ttit
u
d
e
i
s
class
if
ied
in
to
th
r
ee
co
r
r
elat
ed
co
m
p
o
n
e
n
ts
n
am
el
y
,
c
o
g
n
i
tiv
e,
af
f
ec
tiv
e
an
d
b
eh
av
io
r
.
T
h
e
co
g
n
itiv
e
c
o
m
p
o
n
en
t
c
o
v
er
s
t
h
e
b
elief
s
,
th
o
u
g
h
ts
o
r
v
iewp
o
in
ts
ab
o
u
t
t
h
e
o
b
ject
o
f
th
e
at
titu
d
e.
I
t
r
esp
o
n
d
s
to
th
e
lear
n
er
s
’
b
elief
s
in
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
in
g
d
u
r
in
g
lan
g
u
ag
e
lear
n
in
g
[1
8
]
.
T
h
e
af
f
ec
tiv
e
asp
ec
t
r
ef
er
s
to
s
o
m
eo
n
e
’
s
f
ee
lin
g
s
an
d
em
o
ti
o
n
s
to
war
d
s
an
o
b
ject,
wh
et
h
er
h
e/sh
e
lik
es
o
r
d
is
lik
es.
T
h
e
b
eh
av
io
r
al
co
m
p
o
n
en
t
is
th
e
ten
d
en
cy
t
o
im
itat
e
p
ar
ticu
lar
lear
n
in
g
b
e
h
av
i
o
r
s
.
Attitu
d
e
is
o
n
e
f
ac
to
r
th
at
in
f
lu
en
ce
in
th
e
le
ar
n
in
g
p
r
o
ce
s
s
o
f
f
o
r
eig
n
L
a
n
g
u
ag
e
lear
n
in
g
co
n
te
x
t.
T
h
e
m
atter
o
f
lear
n
er
’
s
attitu
d
e
is
ac
k
n
o
wled
g
ed
as o
n
e
o
f
th
e
m
o
s
t im
p
o
r
tan
t
f
ac
to
r
s
th
at
im
p
ac
t o
n
lear
n
in
g
lan
g
u
ag
e
[
8
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
ttit
u
d
in
a
l fa
cto
r
s
a
mo
n
g
elem
en
ta
r
y
s
ch
o
o
l te
a
ch
er e
d
u
ca
tio
n
s
tu
d
en
ts
(
Ho
n
est Umm
i Ka
lts
u
m
)
377
T
h
is
s
tu
d
y
in
v
esti
g
ated
in
to
th
e
co
n
ce
p
t
o
f
attitu
d
e
as
o
n
e
o
f
th
e
cr
u
cial
f
ac
to
r
s
f
o
r
s
u
cc
ess
in
lear
n
in
g
a
f
o
r
eig
n
lan
g
u
ag
e.
Mo
r
e
s
p
ec
if
ically
,
it
in
v
esti
g
at
es
E
lem
en
tar
y
Sch
o
o
l
T
ea
ch
er
E
d
u
ca
tio
n
s
tu
d
e
n
ts
’
(
E
STE
S)
attitu
d
es
to
war
d
s
lear
n
in
g
E
n
g
lis
h
lan
g
u
a
g
e,
an
d
ta
k
in
g
in
to
c
o
n
s
id
er
atio
n
t
h
e
th
r
ee
asp
ec
ts
o
f
attitu
d
e
i.e
.
,
em
o
tio
n
al,
c
o
g
n
i
tiv
e,
an
d
b
e
h
av
io
r
.
Attitu
d
es
,
o
p
in
io
n
s
an
d
b
elief
s
h
av
e
a
m
ajo
r
in
f
lu
e
n
ce
o
n
s
tu
d
en
ts
’
b
eh
av
io
r
s
an
d
lead
t
o
in
f
lu
en
ce
o
n
th
eir
p
er
f
o
r
m
a
n
ce
[
19
]
.
On
e
wh
o
p
o
s
s
ess
es p
o
s
itiv
e
b
elief
s
ab
o
u
t
lan
g
u
ag
e
lear
n
in
g
will
h
av
e
m
o
r
e
p
o
s
itiv
e
attitu
d
es
to
war
d
s
lan
g
u
ag
e
lear
n
in
g
.
C
o
n
v
er
s
ely
,
n
eg
ativ
e
b
elief
s
m
ay
lead
to
l
o
w
co
g
n
itiv
e
a
ch
iev
em
en
t,
an
d
n
eg
ativ
e
attitu
d
es
[1
5
]
.
An
attitu
d
e
ca
n
b
e
d
escr
ib
ed
as
an
o
p
in
io
n
a
n
d
p
o
in
t
o
f
v
iew
o
n
s
o
m
eth
in
g
wh
ich
will
in
f
lu
e
n
ce
o
u
r
b
e
h
av
io
r
.
T
h
e
b
e
h
av
i
o
r
al
co
m
p
o
n
en
t
o
f
attitu
d
e
is
a
m
atter
o
f
s
o
m
eo
n
e
b
eh
av
io
r
a
n
d
r
ea
ctio
n
in
p
ar
ticu
lar
s
itu
atio
n
s
.
I
n
o
th
er
wo
r
d
s
,
it
r
ef
er
s
to
th
e
ten
d
en
cy
to
im
itate
p
ar
ticu
lar
lear
n
in
g
b
eh
av
io
r
s
.
I
t
is
s
tated
th
at
a
p
o
s
itiv
e
attitu
d
e
h
a
s
co
r
r
elatio
n
with
p
o
s
itiv
e
b
eh
av
io
r
s
to
war
d
co
u
r
s
es
o
f
s
tu
d
y
.
T
h
e
lea
r
n
er
s
h
a
v
e
b
ee
n
s
ee
n
t
o
b
e
m
o
r
e
ad
a
p
tiv
e
in
s
o
lv
in
g
th
e
p
r
o
b
lem
s
,
m
o
r
e
cu
r
io
u
s
to
o
b
tain
n
ew
in
f
o
r
m
atio
n
[2
0
]
.
B
ased
o
n
th
ese
p
r
o
b
lem
s
an
d
s
ev
er
al
th
eo
r
ies
p
r
ev
io
u
s
ly
,
t
h
is
ar
ticle
aim
s
at
ex
p
lo
r
in
g
th
e
s
tu
d
en
ts
’
f
i
r
s
t e
x
p
er
ien
ce
s
in
f
o
r
eig
n
lan
g
u
ag
e
lear
n
in
g
an
d
f
o
c
u
s
th
e
d
is
cu
s
s
io
n
o
n
attitu
d
in
al
f
a
cto
r
s
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
e
s
ettin
g
o
f
t
h
is
s
tu
d
y
is
in
r
esid
en
tial
ar
ea
o
f
Su
r
ak
ar
ta
wh
ich
is
Su
r
ak
ar
ta,
Kar
a
n
g
an
y
ar
,
Sra
g
e
n
,
W
o
n
o
g
ir
i,
Su
k
o
h
a
r
jo
,
Klaten
,
an
d
B
o
y
o
lali
,
C
en
tr
al
J
av
a
,
I
n
d
o
n
esia
.
T
h
is
is
a
q
u
alit
ativ
e
s
tu
d
y
wh
ich
em
p
lo
y
s
ex
p
lo
r
ato
r
y
ca
s
e
s
tu
d
y
d
esig
n
to
o
b
s
er
v
e
an
d
in
te
r
v
iew
a
s
p
ec
if
ic
g
r
o
u
p
o
f
s
tu
d
en
ts
f
r
o
m
d
if
f
er
en
t
ed
u
ca
tio
n
u
n
it
b
ac
k
g
r
o
u
n
d
an
d
ap
p
ly
th
em
atic
an
aly
s
is
to
i
n
ter
p
r
et
an
d
an
al
y
s
e
th
e
d
ata.
T
h
is
s
tu
d
y
u
s
es
d
ata
s
o
u
r
ce
s
tr
ian
g
u
latio
n
to
m
an
a
g
e
d
ata
q
u
ality
.
E
x
p
lo
r
at
o
r
y
c
ase
s
tu
d
y
attem
p
ts
to
a
n
s
wer
q
u
esti
o
n
s
ty
p
ically
f
r
am
ed
b
y
th
e
p
r
o
n
o
u
n
wh
at
[2
1
]
.
T
h
is
ex
p
lo
r
at
o
r
y
ca
s
e
s
tu
d
y
d
esig
n
is
elab
o
r
ated
to
e
x
p
lo
r
e
th
e
s
tu
d
e
n
ts
’
attitu
d
in
al
f
ac
to
r
s
in
lear
n
in
g
f
o
r
eig
n
lan
g
u
ag
e
b
y
ex
p
l
o
r
in
g
th
eir
f
ir
s
t
ex
p
er
ien
ce
in
lear
n
in
g
f
o
r
ei
g
n
lan
g
u
ag
e.
T
h
e
s
u
b
ject
o
f
th
is
s
tu
d
y
is
s
elec
ted
b
ased
o
n
p
u
r
p
o
s
ef
u
l
s
am
p
lin
g
[2
2
]
th
at
is
te
n
s
tu
d
en
ts
wh
o
ar
e
f
r
o
m
d
if
f
er
e
n
t
ed
u
ca
tio
n
u
n
it
b
ac
k
g
r
o
u
n
d
wh
e
n
th
ey
wer
e
at
elem
en
tar
y
s
ch
o
o
l
wh
ile
n
o
w,
th
ey
ar
e
th
e
s
tu
d
en
ts
o
f
E
lem
en
tar
y
Sch
o
o
l
T
ea
ch
er
E
d
u
ca
tio
n
at
f
if
t
h
s
em
ester
.
T
h
e
s
u
b
ject
cr
ite
r
ia
ar
e
s
elec
ted
to
r
ep
r
esen
t th
e
d
i
f
f
er
en
t
o
f
p
ast
lear
n
in
g
atm
o
s
p
h
er
e
o
f
E
n
g
lis
h
lan
g
u
a
g
e
lear
n
e
r
s
in
Su
r
ak
ar
ta
r
esid
en
tial.
As
it
h
ad
b
ee
n
s
tated
b
y
[2
3
]
th
at
th
e
g
e
n
er
al
d
esig
n
o
f
a
c
ase
s
tu
d
y
is
r
ep
r
esen
ted
b
y
a
f
u
n
n
el,
th
e
r
esear
ch
er
s
s
co
u
t
f
o
r
p
o
s
s
ib
le
p
lace
s
an
d
p
eo
p
le
th
at
m
ig
h
t
b
e
th
e
s
u
b
ject
o
r
th
e
s
o
u
r
ce
o
f
th
e
d
ata,
f
in
d
th
e
s
tu
d
y
lo
ca
tio
n
an
d
ju
d
g
e
th
e
f
ea
s
ib
ilit
y
o
f
th
e
s
ite
o
r
d
ata
s
o
u
r
ce
f
o
r
th
e
r
esear
ch
p
u
r
p
o
s
es.
C
r
eswell
[2
4
]
s
tated
th
at
ca
s
e
s
tu
d
y
is
a
r
es
ea
r
ch
ap
p
r
o
ac
h
to
in
v
esti
g
ate
th
o
r
o
u
g
h
ly
o
n
a
ce
r
tain
p
e
o
p
l
e,
p
r
o
g
r
am
,
ev
e
n
ts
,
ac
tiv
ity
o
r
p
r
o
ce
s
s
an
d
th
e
s
t
u
d
y
is
lim
ited
b
y
ce
r
tain
p
lac
e
an
d
tim
e.
T
h
e
s
tu
d
y
is
u
n
d
e
r
q
u
alitativ
e
d
esig
n
s
in
ce
it a
im
s
to
in
v
esti
g
ate
th
e
p
eo
p
le’
s
attitu
d
e
[2
5
]
.
3.
RE
U
L
T
S
A
ND
DI
SCUS
SI
O
N
3
.
1
.
Co
m
po
nent
o
f
a
t
t
it
ud
e
T
ab
le
1
s
h
o
w
s
th
at
th
e
s
tu
d
e
n
ts
ar
e
f
r
o
m
te
n
d
i
f
f
er
en
t
ed
u
ca
tio
n
u
n
it
o
r
ten
d
if
f
e
r
en
t
elem
en
tar
y
s
ch
o
o
l
in
Su
r
ak
a
r
ta
r
esid
en
t
ial
wh
ich
ar
e
ex
ac
tly
f
r
o
m
Sra
g
en
(
2
s
tu
d
en
ts
)
,
Su
k
o
h
ar
jo
(
1
s
tu
d
en
t
)
,
Kar
an
g
an
y
a
r
(
3
s
tu
d
en
ts
)
,
B
o
y
o
lali
(
1
s
tu
d
e
n
t)
an
d
Su
r
ak
a
r
ta
(
1
s
tu
d
en
t)
,
Klaten
(
1
s
tu
d
en
t)
,
an
d
W
o
n
o
g
ir
i
(
1
s
tu
d
en
t)
.
As
it
h
as
b
ee
n
wr
itten
p
r
e
v
io
u
s
ly
th
at
d
ef
in
itio
n
o
f
th
e
attitu
d
e
c
o
n
ce
p
t
is
cl
ass
if
ied
in
to
th
r
ee
co
r
r
elate
d
co
m
p
o
n
en
ts
n
am
el
y
,
co
g
n
itiv
e,
af
f
ec
tiv
e
an
d
b
e
h
av
io
r
,
s
o
t
h
e
tab
le
d
escr
ip
tio
n
is
also
ca
teg
o
r
ized
b
ased
o
n
th
at
c
o
n
ce
p
t
,
n
am
e
ly
co
g
n
itiv
e,
af
f
ec
tiv
e,
a
n
d
b
eh
av
io
u
r
.
T
h
e
c
o
g
n
itiv
e
c
o
m
p
o
n
en
t
c
o
v
er
s
th
e
b
elief
s
,
th
o
u
g
h
ts
o
r
v
iewp
o
i
n
ts
ab
o
u
t
th
e
o
b
ject
o
f
th
e
attitu
d
e.
I
t
r
esp
o
n
d
s
to
th
e
l
ea
r
n
er
s
’
b
elief
s
in
k
n
o
wled
g
e
an
d
u
n
d
e
r
s
tan
d
in
g
d
u
r
in
g
lan
g
u
ag
e
lear
n
in
g
.
T
h
e
af
f
ec
tiv
e
asp
ec
t
r
ef
er
s
to
s
o
m
eo
n
e
’
s
f
ee
lin
g
s
an
d
em
o
tio
n
s
to
war
d
s
an
o
b
je
ct,
wh
eth
er
h
e/sh
e
lik
es
o
r
d
is
lik
es.
T
h
e
b
eh
av
io
r
al
co
m
p
o
n
en
t
is
th
e
ten
d
en
cy
to
im
itate
p
ar
ticu
lar
lear
n
i
n
g
b
eh
av
io
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
202
1
:
3
7
5
-
3
8
0
378
T
ab
le
1
.
C
o
m
p
o
n
en
t
o
f
attitu
d
e
o
f
th
e
s
tu
d
e
n
ts
No
N
a
me
o
f
st
u
d
e
n
t
s
El
e
m
e
n
t
a
r
y
sch
o
o
l
(
ES)
C
o
g
n
i
t
i
v
e
A
f
f
e
c
t
i
v
e
B
e
h
a
v
i
o
r
1
A
N
g
a
d
i
r
o
j
o
L
o
r
IV
,
W
o
n
o
g
i
r
i
S
h
e
a
ss
u
me
d
t
h
a
t
En
g
l
i
s
h
w
a
s
d
i
f
f
i
c
u
l
t
su
b
j
e
c
t
D
i
sl
i
k
e
Te
a
c
h
e
r
m
u
st
k
n
o
w
w
e
l
l
t
h
e
m
a
t
e
r
i
a
l
a
n
d
c
a
n
c
r
e
a
t
e
t
h
e
c
o
mf
o
r
t
a
b
l
e
t
e
a
c
h
i
n
g
si
t
u
a
t
i
o
n
f
o
r
s
t
u
d
e
n
t
s
2
B
B
u
m
i
a
j
i
2
,
G
o
n
d
a
n
g
,
S
r
a
g
e
n
Th
e
t
e
a
c
h
e
r
i
s
l
e
ss
f
r
i
e
n
d
l
y
b
y
f
o
r
c
i
n
g
t
h
e
st
u
d
e
n
t
s
t
o
k
n
o
w
w
e
l
l
t
h
e
E
n
g
l
i
s
h
v
o
c
a
b
u
l
a
r
i
e
s
o
f
t
h
e
t
h
i
n
g
s
a
r
o
u
n
d
b
e
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h
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6
F
K
l
u
m
p
r
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t
1
,
S
u
k
o
h
a
r
j
o
S
h
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k
n
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s
mo
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7
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B
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8
H
Ta
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b
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1
S
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h
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d
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n
10
J
M
I
M
Ta
l
a
n
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l
a
t
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B
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Th
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En
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f
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E
n
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s
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t
i
v
i
t
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e
s
.
3
.
2
.
Co
g
nitiv
e
a
nd
a
f
f
ec
t
i
v
e
co
mp
o
nent
o
f
a
t
t
it
ud
e
Sin
ce
th
e
af
f
ec
tiv
e
co
m
p
o
n
e
n
t
r
ef
er
s
to
th
e
in
d
i
v
id
u
al’
s
f
e
elin
g
s
an
d
em
o
tio
n
s
to
war
d
s
an
o
b
ject,
wh
eth
er
h
e/sh
e
lik
es
o
r
d
is
lik
es,
th
e
d
is
cu
s
s
io
n
o
f
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
c
o
m
p
o
n
en
t
is
d
o
n
e
h
er
e
as
f
o
llo
ws.
R
eg
ar
d
in
g
t
o
s
tu
d
en
ts
’
co
g
n
itiv
e
an
d
a
f
f
ec
tiv
e
co
m
p
o
n
en
t,
i
t
is
f
o
u
n
d
t
h
at
th
o
s
e
w
h
o
d
is
lik
e
E
n
g
lis
h
s
u
b
ject
ar
e
ca
u
s
ed
b
y
th
r
ee
d
if
f
er
e
n
t
asp
ec
ts
wh
ich
ar
e
f
r
o
m
th
e
te
ac
h
er
,
th
e
s
u
b
ject,
a
n
d
th
e
s
tu
d
en
ts
.
I
n
ca
s
e
o
f
th
e
teac
h
er
s
,
th
ey
h
av
e
a
n
ex
p
e
r
i
en
ce
th
at
th
e
teac
h
er
is
less
f
r
ien
d
ly
b
y
f
o
r
ci
n
g
th
e
s
tu
d
e
n
ts
to
k
n
o
w
well
th
e
E
n
g
lis
h
v
o
ca
b
u
la
r
ies
o
f
th
e
th
in
g
s
ar
o
u
n
d
b
ef
o
r
e
th
e
s
tu
d
e
n
ts
u
n
d
er
s
tan
d
th
e
way
o
f
wr
itin
g
th
em
.
B
esid
es,
m
o
n
o
to
n
o
u
s
b
o
r
i
n
g
teac
h
er
a
n
d
less
ex
p
r
ess
iv
e
ar
e
also
f
o
u
n
d
.
I
n
a
d
d
itio
n
al,
it
is
f
o
u
n
d
t
h
at
th
e
teac
h
er
lik
es
g
iv
in
g
p
u
n
is
h
m
en
t.
I
n
ca
s
e
o
f
th
e
s
tu
d
e
n
ts
,
wh
at
m
ak
e
th
e
s
tu
d
en
ts
d
o
n
o
t
lik
e
E
n
g
lis
h
is
th
e
s
tu
d
en
ts
'
v
o
ca
b
u
lar
y
is
p
o
o
r
,
o
n
l
y
lim
ited
to
t
h
e
s
u
b
je
cts
in
th
e
class
an
d
th
er
e
is
n
o
p
r
ac
tice
o
f
s
p
ea
k
in
g
o
r
u
s
in
g
it.
Fro
m
th
e
asp
ec
t
o
f
E
n
g
lis
h
s
u
b
ject
its
el
f
,
it
i
s
f
o
u
n
d
th
at
th
e
s
tu
d
en
ts
ass
u
m
ed
th
at
E
n
g
lis
h
was
d
if
f
icu
lt
s
u
b
ject
to
lear
n
.
Me
an
wh
ile
it
is
al
s
o
f
o
u
n
d
th
e
s
tu
d
en
ts
wh
o
h
av
e
p
o
s
itiv
e
f
e
elin
g
o
r
em
o
tio
n
to
wa
r
d
E
n
g
li
s
h
.
As
s
u
ch
,
th
o
s
e
wh
o
f
ee
ls
lik
e
h
av
in
g
E
n
g
lis
h
s
u
b
jects
wh
en
th
ey
wer
e
at
elem
e
n
tar
y
s
ch
o
o
l
ar
e
ca
u
s
ed
b
y
s
ev
er
al
asp
ec
ts
wh
ich
ar
e
b
y
lear
n
in
g
E
n
g
lis
h
,
th
ey
o
b
tain
n
ew
v
o
ca
b
u
lar
i
es,
k
n
o
wled
g
e,
n
ew
ex
p
er
ien
c
es
an
d
n
ew
th
in
g
s
.
Alth
o
u
g
h
o
n
e
o
f
th
e
s
tu
d
e
n
ts
ass
u
m
es
th
at
E
n
g
lis
h
is
d
if
f
i
cu
lt
b
u
t
h
e
o
r
s
h
e
k
ee
p
s
en
jo
y
in
g
E
n
g
lis
h
s
in
ce
E
n
g
lis
h
is
u
n
iq
u
e
a
n
d
f
u
n
la
n
g
u
ag
e.
As
s
u
ch
,
ex
p
er
ien
ce
s
g
i
v
e
in
f
lu
en
ce
o
n
s
tu
d
en
ts
’
p
er
f
o
r
m
a
n
ce
.
T
h
is
s
tatem
en
t
is
s
u
p
p
o
r
t
ed
b
y
[
26
]
th
at
b
elief
s
h
as
a
co
r
r
elatio
n
with
s
tu
d
en
ts
lan
g
u
ag
e
lear
n
in
g
e
x
p
er
ien
c
e,
lear
n
in
g
s
ty
le,
p
er
s
o
n
ality
an
d
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
d
if
f
er
e
n
ce
s
.
Su
ch
k
in
d
o
f
a
ttit
u
d
es
p
lay
a
v
e
r
y
c
r
u
cial
r
o
le
in
la
n
g
u
ag
e
lear
n
in
g
as
th
ey
wo
u
ld
d
eter
m
in
e
s
tu
d
en
t
s
’
s
u
cc
ess
o
r
f
ailu
r
e
i
n
th
ei
r
l
ea
r
n
in
g
[1
4
]
.
W
h
ile
b
elief
s
h
av
e
m
u
c
h
i
n
f
lu
en
ce
o
n
s
tu
d
en
ts
’
b
e
h
av
io
r
,
b
elief
will
also
g
iv
e
in
f
lu
en
ce
o
n
s
t
u
d
en
ts
’
p
er
f
o
r
m
a
n
ce
.
I
t
ca
n
b
e
s
aid
th
at
n
eg
ativ
e
b
elief
s
m
ay
lead
to
clas
s
p
r
o
b
lem
s
,
lo
w
co
g
n
itiv
e
ac
h
iev
em
en
t,
an
d
b
ad
attitu
d
es
[1
5
]
.
A
s
a
co
n
clu
s
io
n
it
i
s
s
aid
th
at
t
h
er
e
is
v
ig
o
r
o
u
s
co
r
r
elatio
n
b
etwe
en
attitu
d
es
in
lear
n
in
g
an
d
t
h
e
o
u
tp
u
t
o
f
le
ar
n
in
g
its
el
f
th
at
is
p
o
s
itiv
e
lear
n
in
g
attitu
d
es
ten
d
to
r
esu
lt
b
o
th
o
n
s
u
cc
ess
f
u
l
l
ea
r
n
in
g
p
r
o
ce
s
s
an
d
a
s
u
cc
ess
f
u
l
teac
h
in
g
p
r
o
ce
s
s
.
I
t
h
as
b
ee
n
s
tated
p
r
ev
io
u
s
l
y
th
at
th
e
co
g
n
itiv
e
co
m
p
o
n
en
t
in
v
o
lv
es
th
e
b
elief
s
,
th
o
u
g
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ts
o
r
v
iewp
o
in
ts
ab
o
u
t
th
e
o
b
ject
o
f
th
e
attitu
d
e.
B
elief
is
d
ef
in
e
d
as
th
e
s
tu
d
en
t'
s
ab
ilit
y
in
lan
g
u
ag
e
lear
n
in
g
,
th
e
n
atu
r
e
o
f
lan
g
u
ag
e
lear
n
in
g
,
an
d
f
ac
t
o
r
s
wh
ich
af
f
ec
t
la
n
g
u
ag
e
lear
n
in
g
an
d
teac
h
in
g
.
T
h
ese
b
elief
s
ar
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
A
ttit
u
d
in
a
l fa
cto
r
s
a
mo
n
g
elem
en
ta
r
y
s
ch
o
o
l te
a
ch
er e
d
u
ca
tio
n
s
tu
d
en
ts
(
Ho
n
est Umm
i Ka
lts
u
m
)
379
s
h
ap
ed
eith
er
th
r
o
u
g
h
p
e
r
s
o
n
a
l
ex
p
er
ien
ce
o
r
s
o
cial
ex
p
er
ie
n
ce
wh
ich
is
in
f
lu
en
ce
d
b
y
o
t
h
er
p
eo
p
le.
As
it
h
as
b
ee
n
m
en
tio
n
e
d
p
r
ev
io
u
s
ly
,
lear
n
er
s
’
p
r
ev
io
u
s
p
o
s
itiv
e
o
r
n
eg
ativ
e
ex
p
er
ie
n
c
es,
p
er
s
o
n
al
an
d
s
o
cial
b
ac
k
g
r
o
u
n
d
,
an
d
in
d
iv
id
u
al
d
if
f
er
en
ce
s
s
u
ch
as
p
er
s
o
n
a
lity
in
f
lu
en
ce
th
e
lear
n
er
s
’
b
elief
ab
o
u
t
th
eir
s
u
cc
ess
f
u
l
o
f
f
o
r
eig
n
lan
g
u
ag
e.
T
h
e
lear
n
e
r
’
s
b
elief
af
f
ec
ts
th
eir
s
ec
o
n
d
o
r
f
o
r
eig
n
lan
g
u
ag
e
lear
n
i
n
g
ac
tio
n
an
d
e
x
p
er
ien
ce
s
o
th
is
will
al
s
o
h
av
e
an
in
f
lu
e
n
ce
o
n
th
e
lear
n
er
s
’
attitu
d
e
an
d
m
o
tiv
ati
o
n
o
f
L
2
an
d
h
a
v
e
m
u
ch
in
f
l
u
en
ce
o
n
lear
n
i
n
g
ac
h
iev
em
en
ts
[
2
7
]
an
d
ex
p
e
r
ien
ce
3
.
3
.
B
eha
v
io
ra
l c
o
m
po
nent
o
f
a
t
t
it
ud
e
T
h
e
b
eh
a
v
io
r
al
c
o
m
p
o
n
en
t
in
v
o
lv
es
o
f
attitu
d
e
in
v
o
lv
es
th
e
ten
d
en
cy
to
ad
o
p
t
p
a
r
ticu
la
r
lear
n
in
g
b
eh
av
io
r
s
.
I
n
ca
s
e
o
f
b
e
h
av
io
r
al
co
m
p
o
n
en
t
o
f
attitu
d
e,
th
e
i
n
ter
esti
n
g
is
all
s
tu
d
e
n
ts
wh
o
h
av
e
g
o
o
d
an
d
b
ad
ex
p
er
ien
ce
s
ten
d
to
h
av
e
p
o
s
itiv
e
ten
d
en
cy
t
o
ad
o
p
t
p
ar
t
icu
lar
lear
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in
g
b
e
h
av
io
r
s
.
T
h
ey
s
u
g
g
est
th
at
in
teac
h
in
g
E
n
g
lis
h
to
ch
ild
r
en
,
teac
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u
s
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o
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th
e
m
ater
ial
an
d
ca
n
cr
ea
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th
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co
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f
o
r
ta
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le
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r
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t
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n
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er
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g
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o
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b
asic
c
o
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ce
p
ts
ab
o
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t
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h
E
n
g
lis
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ch
ild
r
e
n
s
o
th
at
s
tu
d
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ts
ar
e
ab
le
to
ab
s
o
r
b
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d
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s
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th
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en
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ir
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e
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t
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lace
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n
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E
n
g
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h
,
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h
e
r
mu
s
t
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e
cr
ea
tiv
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e
x
p
r
ess
iv
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an
d
u
s
e
f
u
n
teac
h
in
g
m
eth
o
d
s
o
th
e
s
tu
d
en
ts
d
o
n
o
t
b
o
r
ed
,
teac
h
er
s
g
iv
e
m
o
r
e
tim
e
to
s
tu
d
en
ts
to
p
r
ac
tice
s
p
ea
k
in
g
an
d
m
o
n
ito
r
h
o
w
o
f
ten
s
tu
d
en
ts
s
p
ea
k
in
E
n
g
lis
h
b
y
g
iv
in
g
a
s
elf
-
c
h
ec
k
lis
t,
teac
h
er
s
s
h
o
u
ld
p
r
o
v
id
e
g
o
o
d
m
ed
ia
t
o
teac
h
E
n
g
lis
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to
ch
ild
r
en
an
d
cr
ea
te
f
u
n
lea
r
n
in
g
,
teac
h
er
m
u
s
t
u
n
d
er
s
tan
d
th
e
way
t
h
e
s
tu
d
e
n
ts
lear
n
,
teac
h
er
s
s
h
o
u
ld
b
e
ab
le
to
t
r
ig
g
er
s
tu
d
en
ts
th
at
E
n
g
lis
h
is
f
u
n
,
th
e
teac
h
er
u
s
es
ap
p
r
o
p
r
iate
lear
n
in
g
m
o
d
els,
m
eth
o
d
s
an
d
s
tr
a
teg
ies
to
teac
h
E
n
g
lis
h
to
ch
il
d
r
en
.
Fu
r
th
er
m
o
r
e,
th
e
ad
d
itio
n
o
f
h
o
u
r
s
o
f
lear
n
in
g
E
n
g
lis
h
an
d
h
eld
a
s
p
ec
ial
d
ay
f
o
r
E
n
g
lis
h
ac
tiv
ities
ar
e
also
th
e
s
tu
d
en
ts
’
ten
d
en
cy
t
o
ad
o
p
t
p
a
r
ticu
lar
le
ar
n
in
g
b
eh
av
i
o
u
r
.
T
h
is
f
in
d
i
n
g
is
s
u
p
p
o
r
te
d
b
y
r
esear
ch
es
d
o
n
e
b
y
Ab
id
in
et
al
an
d
C
h
ar
o
en
s
u
k
wh
ich
s
tates
th
at
an
attitu
d
e
ca
n
b
e
s
im
p
ly
d
escr
ib
ed
as
an
o
u
r
o
p
in
io
n
o
n
s
o
m
eth
in
g
wh
ich
in
f
lu
en
ce
s
o
u
r
b
e
h
av
io
r
[
2
8
,
2
9
]
.
Attitu
d
es
will
d
eter
m
in
e
th
e
s
tu
d
en
ts
s
u
cc
es
s
o
r
f
ailu
r
e
in
lan
g
u
ag
e
lear
n
in
g
[1
4
]
.
T
h
e
b
eh
av
io
r
al
co
m
p
o
n
en
t
o
f
attitu
d
e
h
as
m
u
ch
co
n
ce
r
n
s
o
n
th
e
way
in
wh
ich
o
n
e
b
e
h
av
es
an
d
r
ea
cts
in
p
ar
ticu
lar
s
itu
atio
n
s
.
I
n
o
t
h
er
wo
r
d
s
,
s
o
m
eo
n
e
ten
d
s
to
im
itate
o
r
ad
o
p
t
p
ar
ticu
la
r
lear
n
in
g
b
eh
a
v
io
r
s
[
2
8
]
.
A
p
o
s
itiv
e
attitu
d
e
ca
n
l
ea
d
to
lear
n
er
s
’
p
o
s
itiv
e
b
eh
a
v
io
r
t
o
war
d
co
u
r
s
es
o
f
s
tu
d
y
.
Su
ch
lear
n
e
r
s
h
av
e
b
ee
n
o
b
s
er
v
e
d
to
b
e
m
o
r
e
ea
g
er
to
s
o
lv
e
p
r
o
b
lem
s
,
to
ac
q
u
i
r
e
th
e
in
f
o
r
m
atio
n
an
d
s
k
ills
u
s
ef
u
l
f
o
r
th
eir
d
aily
life
,
an
d
to
en
g
ag
e
th
em
s
elv
e
s
em
o
tio
n
ally
[
2
9
]
.
Fro
m
th
e
d
is
cu
s
s
io
n
,
it
ca
n
b
e
s
ee
n
th
e
d
if
f
er
en
ce
s
o
f
th
is
r
esear
ch
co
m
p
ar
ed
to
p
r
ev
io
u
s
r
esear
ch
th
at
is
in
ca
s
e
o
f
b
eh
a
v
io
u
r
co
m
p
o
n
e
n
t
o
f
attitu
d
e,
it
is
f
o
u
n
d
th
at
s
tu
d
en
ts
h
av
e
p
o
s
itiv
e
co
m
p
o
n
en
t
o
f
b
e
h
av
io
u
r
.
W
h
ile
[4
,
30]
re
p
o
r
ted
th
at
lan
g
u
ag
e
lear
n
er
s
’
e
x
p
ec
tatio
n
s
ar
e
d
ev
elo
p
ed
p
r
io
r
to
th
eir
ex
p
er
ien
ce
s
,
an
d
ar
e
also
in
f
lu
e
n
ce
d
an
d
s
h
a
p
ed
b
y
th
eir
b
elief
s
4.
CO
NCLU
SI
O
N
Attitu
d
e
is
o
n
e
f
ac
to
r
th
at
in
f
lu
en
ce
in
th
e
lear
n
in
g
p
r
o
ce
s
s
o
f
f
o
r
eig
n
L
a
n
g
u
a
g
e
lear
n
i
n
g
co
n
tex
t.
T
h
is
r
esear
ch
in
v
esti
g
ates
E
lem
en
tar
y
Sch
o
o
l
T
ea
ch
er
E
d
u
ca
tio
n
s
tu
d
en
ts
’
(
E
STE
S)
attitu
d
es
to
war
d
s
lear
n
in
g
E
n
g
lis
h
lan
g
u
ag
e,
an
d
tak
in
g
in
to
c
o
n
s
id
er
atio
n
th
e
th
r
ee
asp
ec
ts
o
f
attitu
d
e
i.e
.
,
em
o
tio
n
al,
co
g
n
itiv
e,
an
d
b
eh
a
v
io
r
.
R
eg
a
r
d
in
g
to
s
tu
d
en
ts
’
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
co
m
p
o
n
e
n
t,
it
is
f
o
u
n
d
th
at
th
o
s
e
wh
o
d
is
lik
e
E
n
g
lis
h
s
u
b
ject
ar
e
c
au
s
ed
b
y
th
r
ee
d
if
f
er
en
t
asp
e
cts
wh
ich
ar
e
f
r
o
m
th
e
teac
h
er
,
th
e
s
u
b
je
ct,
th
e
s
tu
d
en
ts
.
T
h
o
s
e
wh
o
lik
e
h
a
v
in
g
E
n
g
lis
h
s
u
b
jects
wh
en
th
e
y
wer
e
at
elem
en
tar
y
s
ch
o
o
l
ar
e
ca
u
s
ed
b
y
th
ei
r
willin
g
to
o
b
tain
n
ew
ex
p
er
i
en
ce
s
b
y
lear
n
in
g
E
n
g
lis
h
.
I
n
ca
s
e
o
f
b
eh
av
io
r
al
co
m
p
o
n
en
t
o
f
attitu
d
e,
th
e
in
ter
esti
n
g
is
all
s
tu
d
en
ts
wh
o
h
av
e
g
o
o
d
an
d
b
a
d
ex
p
er
i
en
ce
s
ten
d
t
o
h
a
v
e
p
o
s
itiv
e
ten
d
en
cy
to
a
d
o
p
t
p
ar
ticu
lar
lear
n
i
n
g
b
e
h
av
io
r
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
A
u
th
o
r
s
ac
k
n
o
wled
g
e
to
K
em
en
r
is
tek
d
ik
ti
R
ep
u
b
lic
o
f
I
n
d
o
n
esia
f
o
r
Fu
n
d
in
g
Ass
is
tan
ce
in
I
n
ter
n
atio
n
al
Netwo
r
k
in
g
Se
m
in
ar
s
th
r
o
u
g
h
PP
-
PTS
Pro
g
r
a
m
Kem
en
r
is
tek
d
ik
ti
2
0
1
9
.
T
h
is
p
ar
t
o
f
p
ap
er
p
r
esen
ted
in
3
r
d
W
o
r
ld
C
o
n
f
er
en
ce
o
n
E
d
u
ca
tio
n
(
W
C
E
DU
2
0
1
9
)
Par
tn
e
r
s
h
ip
f
o
r
E
f
f
ec
tiv
e
T
ea
ch
e
r
E
d
u
ca
tio
n
f
o
r
R
ea
lizin
g
th
e
G
o
al
o
f
E
d
u
ca
tio
n
f
o
r
All (
E
FA
)
,
Ku
ala
L
u
m
p
u
r
,
No
v
em
b
er
2
8
-
2
9
,
2
0
1
9
.
RE
F
E
R
E
NC
E
S
[1
]
S
.
S
u
r
y
a
n
t
o
,
“
Iss
u
e
s
in
Tea
c
h
in
g
En
g
l
ish
i
n
a
Cu
lt
u
ra
l
Co
n
tex
t
:
a
Ca
se
o
f
In
d
o
n
e
sia
,
”
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Yu
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.
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.
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m
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3
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.
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,
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.
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c
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4
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Ab
d
o
lah
z
a
d
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a
n
d
M
.
R
.
Nia
,
“
Lan
g
u
a
g
e
Lea
rn
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g
Be
li
e
fs
o
f
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ian
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5
]
R.
T.
F
a
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E
.
F
a
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z
iati,
“
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rs’
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li
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Us
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telli
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.
Res
.
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.
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6
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G
a
n
,
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.
Hu
m
p
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re
y
s,
a
n
d
L.
Ha
m
p
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Ly
o
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s,
“
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s,”
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o
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.
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.
J
.
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7
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S
.
N.
A.
Ba
h
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ru
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in
,
H.
M
.
S
a
id
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a
n
d
A.
S
tei
n
,
“
Th
e
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lati
o
n
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twe
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n
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ts’
a
tt
it
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g
li
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e
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t:
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in
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p
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In
t
.
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.
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8
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H.
Ah
m
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d
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P
.
Ab
d
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Tag
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A.
M
.
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ig
i,
“
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e
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rs,”
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o
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.
J
.
L
a
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.
M
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[
19
]
Q.
M
.
M
u
tar,
“
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tu
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A.
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ra
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ts’
a
tt
it
u
d
e
s
to
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rd
lea
rn
in
g
,
”
Au
st.
J
.
T
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.
E
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.
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0
0
9
v
3
4
n
3
.
5
.
[2
1
]
M
.
P
.
Hill
,
“
A
Qu
a
li
tativ
e
,
Ex
p
lo
ra
t
o
ry
Ca
se
S
t
u
d
y
o
f
S
e
lf
-
R
e
p
o
rted
I
n
fl
u
e
n
c
e
s
Affe
c
ti
n
g
t
h
e
De
c
isio
n
o
f
Ho
m
e
les
s
S
e
x
u
a
l
-
M
in
o
rit
y
S
tu
d
e
n
ts
to
Lea
v
e
H
o
m
e
,
”
S
FA
S
c
h
.
El
e
c
tro
n
.
T
h
e
se
s
Diss
.
,
2
0
1
7
,
[On
l
i
n
e
].
Av
a
il
a
b
le:
h
tt
p
s:/
/sc
h
o
larw
o
r
k
s.sfa
su
.
e
d
u
/etd
s.
[2
2
]
J.
W.
Cre
sw
e
ll
,
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
(in
Ba
h
a
sa
)
.
Yo
g
y
a
k
a
rta:
P
u
sta
k
a
P
e
laja
r,
2
0
1
5
.
[2
3
]
S
.
Bo
g
d
a
n
a
n
d
R.
C.
B
ik
len
,
Qu
a
l
it
a
ti
v
e
Res
e
a
rc
h
f
o
r
Ed
u
c
a
ti
o
n
:
A
n
In
tr
o
d
u
c
ti
o
n
t
o
T
h
e
o
ry
a
n
d
M
e
t
h
o
d
s
.
Bo
st
o
n
:
Ally
n
a
n
d
Ba
c
o
n
I
n
c
.
,
1
9
8
2
.
[2
4
]
J.
W.
Cre
sw
e
ll
,
Res
e
a
rc
h
De
sig
n
,
Pen
d
e
k
a
t
a
n
K
u
a
li
ta
ti
f
,
K
u
a
n
ti
ta
ti
f,
d
a
n
M
ixe
d
.
Yo
g
y
a
k
a
rta:
P
u
sta
k
a
P
e
laja
r,
2
0
1
0
.
[2
5
]
B.
S
.
S
u
y
a
n
to
,
M
e
t
o
d
e
Pe
n
e
li
ti
a
n
S
o
sia
l.
Ja
k
a
rta:
P
re
n
a
d
a
m
e
d
ia G
r
o
u
p
,
2
0
1
5
.
[2
6
]
M
.
A.
Al
-
M
e
k
h
lafi,
“
T
h
e
Be
li
e
fs
o
f
Ye
m
e
n
i
EF
L
S
tu
d
e
n
t
Tea
c
h
e
rs
a
b
o
u
t
T
h
e
ir
En
g
li
sh
La
n
g
u
a
g
e
Lea
rn
in
g
,”
J
o
u
rn
a
l
f
o
r R
e
se
a
rc
h
S
c
h
o
l
a
rs
a
n
d
Pro
fes
sio
n
a
ls o
f
En
g
li
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l
.
1
,
n
o
.
3
,
2
0
1
7
.
[2
7
]
M
.
Be
rn
a
u
s,
A
.
M
.
M
a
sg
o
re
t,
R
.
C.
G
a
rd
n
e
r,
a
n
d
E
.
Re
y
e
s,
“
M
o
t
i
v
a
ti
o
n
a
n
d
a
tt
it
u
d
e
s
to
wa
r
d
s
lea
rn
in
g
la
n
g
u
a
g
e
s
in
m
u
lt
icu
lt
u
ra
l
c
las
sro
o
m
s,”
In
t
.
J
.
M
u
l
ti
li
n
g
.
,
v
o
l.
1
,
n
o
.
2
,
p
p
.
7
5
–
8
9
,
2
0
0
4
,
d
o
i:
1
0
.
1
0
8
0
/
1
4
7
9
0
7
1
0
4
0
8
6
6
8
1
8
0
.
[2
8
]
M
.
J.
Z
.
A
b
id
i
n
,
M
.
P
o
u
r
-
M
o
h
a
m
m
a
d
i,
a
n
d
H.
Alz
wa
ri,
“
EF
L
stu
d
e
n
ts’
a
tt
it
u
d
e
s
to
wa
rd
s
le
a
rn
in
g
E
n
g
l
ish
lan
g
u
a
g
e
:
T
h
e
c
a
se
o
f
Li
b
y
a
n
se
c
o
n
d
a
ry
sc
h
o
o
l
stu
d
e
n
ts,”
Asia
n
S
o
c
.
S
c
i.
,
v
o
l.
8
,
n
o
.
2
,
p
p
.
1
1
9
–
1
3
4
,
2
0
1
2
,
d
o
i
:
1
0
.
5
5
3
9
/as
s.v
8
n
2
p
1
1
9
.
[2
9
]
V.
Ch
a
ro
e
n
su
k
a
n
d
D.
Ja
ip
e
tch
,
“
Atti
tu
d
e
s
to
wa
rd
E
n
g
li
s
h
:
A
stu
d
y
o
f
first
-
y
e
a
r
stu
d
e
n
ts
a
t
Kin
g
M
o
n
g
k
u
t’
s
Un
iv
e
rsity
o
f
Tec
h
n
o
l
o
g
y
No
rth
Ba
n
g
k
o
k
,
”
J
.
Ad
v
.
Hu
ma
n
it
.
S
o
c
.
S
c
i
.
,
v
o
l
.
3
,
n
o
.
1
,
p
p
.
4
2
-
57,
2
0
1
7
,
d
o
i
:
1
0
.
2
0
4
7
4
/j
a
h
ss
-
3
.
1
.
4
.
[3
0
]
I.
Isk
a
n
d
a
r,
“
P
u
tt
i
n
g
E
n
g
li
sh
a
s
Lo
c
a
l
Co
n
te
n
t
S
u
b
jec
t
in
I
n
d
o
n
e
sia
n
P
rima
ry
S
c
h
o
o
ls:
Tea
c
h
e
rs’
Vie
w
a
n
d
Its
Im
p
a
c
ts o
n
Tea
c
h
i
n
g
De
li
v
e
ry
,
”
Pro
c
e
e
d
in
g
s
T
h
e
6
2
n
d
T
EF
L
IN
I
n
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
,
2
0
1
5
,
p
p
.
7
5
8
-
7
6
7
.
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