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c
h
ild
r
en
to
d
eter
m
in
e
t
h
e
lev
el
o
f
liter
ac
y
s
k
il
ls
a
c
h
ild
u
lti
m
atel
y
ac
h
ie
v
es
[
4
]
.
Failin
g
to
g
i
v
e
ch
ild
r
en
liter
ac
y
ex
p
er
ien
ce
s
u
n
til t
h
e
y
ar
e
s
c
h
o
o
l a
g
e
ca
n
l
i
m
it t
h
eir
r
ea
d
in
g
a
n
d
w
r
itin
g
l
ev
els.
Hatc
h
er
&
Go
d
d
ar
d
m
e
n
tio
n
e
d
th
at
a
g
o
o
d
p
iece
o
f
w
r
iti
n
g
m
u
s
t
h
av
e
3
c‟
s
i
n
it a
n
d
t
h
e
y
a
r
e
[
5
]
:
i)
C
lear
ii)
C
o
n
cise
iii)
C
o
r
r
ec
t
T
h
ey
s
tated
t
h
at
i
f
w
r
iti
n
g
h
as
th
e
t
h
r
ee
m
e
n
tio
n
ed
ch
ar
ac
ter
is
tics
,
it
w
ill
i
m
p
r
o
v
e
g
r
ad
u
all
y
an
d
t
h
e
w
r
iter
s
w
ill
e
n
j
o
y
m
o
r
e
(
o
r
d
is
lik
e
it
le
s
s
)
a
n
d
t
h
e
r
ea
d
e
r
s
w
ill
u
n
d
er
s
ta
n
d
b
etter
.
I
n
r
elatio
n
to
p
r
o
ce
s
s
w
r
i
ti
n
g
,
Gar
d
n
er
an
d
J
o
h
n
s
o
n
h
av
e
d
escr
ib
ed
th
e
s
tag
e
s
o
f
t
h
e
w
r
iti
n
g
p
r
o
ce
s
s
[
6
]
:
i)
P
re
w
rit
ing
.
Stu
d
en
ts
g
e
n
er
at
e
id
ea
s
f
o
r
w
r
iti
n
g
:
b
r
ain
s
to
r
m
i
n
g
;
r
ea
d
in
g
liter
at
u
r
e;
cr
ea
t
in
g
li
f
e
m
ap
s
,
w
eb
s
,
an
d
s
to
r
y
c
h
ar
ts
;
d
ev
e
lo
p
in
g
w
o
r
d
b
an
k
s
;
d
ec
id
in
g
o
n
f
o
r
m
,
au
d
ien
ce
,
v
o
ice,
an
d
p
u
r
p
o
s
e
as
w
ell
as th
r
o
u
g
h
teac
h
er
m
o
t
iv
atio
n
.
ii)
Ro
ug
h
Dra
f
t
.
Stu
d
en
t
s
g
et
t
h
eir
id
ea
s
o
n
p
ap
er
.
T
h
ey
w
r
it
e
w
it
h
o
u
t
co
n
ce
r
n
f
o
r
co
n
v
e
n
tio
n
s
.
W
r
itte
n
w
o
r
k
d
o
es n
o
t
h
av
e
to
b
e
n
ea
t;
it is
a
'sl
o
p
p
y
co
p
y
.
'
iii)
Rer
ea
d.
Stu
d
en
ts
p
r
o
o
f
th
eir
o
w
n
w
o
r
k
b
y
r
ea
d
in
g
alo
u
d
an
d
r
ea
d
in
g
to
s
ee
if
it
m
a
k
es se
n
s
e
iv
)
Sh
a
re
w
it
h
a
P
ee
r
Rev
i
s
er
.
Stu
d
e
n
ts
s
h
ar
e
an
d
m
a
k
e
s
u
g
g
esti
o
n
s
f
o
r
i
m
p
r
o
v
e
m
e
n
t:
as
k
in
g
w
h
o
,
w
h
at,
w
h
e
n
,
w
h
er
e,
w
h
y
,
a
n
d
h
o
w
q
u
esti
o
n
s
ab
o
u
t
p
ar
ts
o
f
th
e
s
to
r
y
t
h
e
p
ee
r
d
o
es
n
o
t
u
n
d
er
s
tan
d
;
lo
o
k
in
g
f
o
r
b
etter
w
o
r
d
s
; a
n
d
talk
in
g
ab
o
u
t h
o
w
to
m
ak
e
t
h
e
w
o
r
k
b
etter
.
v
)
Rev
is
e.
I
m
p
r
o
v
e
w
h
at
t
h
e
n
ar
r
ativ
e
s
a
y
s
a
n
d
h
o
w
it
s
a
y
s
i
t:
w
r
i
te
ad
d
itio
n
s
,
i
m
ag
er
y
,
a
n
d
d
etails.
T
ak
e
o
u
t u
n
n
ec
e
s
s
ar
y
w
o
r
k
.
Use p
ee
r
s
u
g
g
es
tio
n
s
to
i
m
p
r
o
v
e.
C
la
r
if
y
.
v
i)
E
diting
.
W
o
r
k
to
g
et
h
er
o
n
ed
itin
g
f
o
r
m
ec
h
a
n
ics a
n
d
s
p
ellin
g
.
Ma
k
e
s
u
r
e
th
e
w
o
r
k
is
'
g
o
o
f
p
r
o
o
f
.
'
v
ii)
F
ina
l D
ra
f
t
.
Stu
d
en
ts
p
r
o
d
u
ce
t
h
eir
f
i
n
al
co
p
y
to
d
is
cu
s
s
w
i
t
h
th
e
teac
h
er
an
d
w
r
ite
a
f
i
n
al
d
r
af
t.
v
iii)
P
ub
lis
hin
g
.
St
u
d
en
t
s
p
u
b
lis
h
e
s
t
h
eir
w
r
itte
n
p
iece
s
:
s
e
n
d
in
g
t
h
eir
w
o
r
k
to
p
u
b
li
s
h
er
s
;
r
ea
d
in
g
t
h
eir
f
i
n
is
h
ed
s
to
r
y
alo
u
d
o
r
m
a
k
in
g
b
o
o
k
s
.
Au
t
h
en
t
ic
as
s
es
s
m
e
n
t
is
o
n
e
o
f
t
h
e
m
o
s
t
i
m
p
o
r
tan
t
p
r
o
f
es
s
io
n
al
to
o
ls
th
at
ea
r
l
y
ch
i
ld
h
o
o
d
ed
u
ca
to
r
s
u
s
e
i
n
t
h
e
class
r
o
o
m
.
Au
t
h
e
n
t
ic
ass
es
s
m
en
t
m
u
s
t
g
o
b
e
y
o
n
d
tr
ac
k
in
g
p
r
o
g
r
ess
.
I
t
is
co
n
s
i
d
er
ed
a
cr
u
cial
p
ar
t
o
f
a
g
o
o
d
teac
h
er
‟
s
c
u
r
r
icu
l
u
m
p
lan
n
i
n
g
an
d
i
n
s
tr
u
ctio
n
al
s
tr
ateg
y
.
P
u
p
p
in
s
tate
s
th
a
t
i
n
a
u
th
e
n
tic
a
s
s
e
s
s
m
e
n
t
p
r
o
ce
d
u
r
es
ar
e
clea
r
er
;
th
e
m
is
m
a
tch
b
et
w
ee
n
test
i
n
g
a
n
d
teac
h
in
g
is
s
ig
n
i
f
ica
n
tl
y
r
ed
u
c
ed
;
th
e
ass
es
s
m
e
n
t
in
s
tr
u
m
en
t
s
co
r
r
esp
o
n
d
w
e
ll
w
it
h
t
h
e
less
o
n
a
n
d
h
o
w
it
is
b
ein
g
ta
u
g
h
t;
t
h
e
test
i
n
g
ch
an
g
e
s
allo
w
th
e
teac
h
er
s
to
r
ec
o
r
d
s
tu
d
e
n
ts
‟
p
r
o
g
r
ess
s
y
s
te
m
a
ticall
y
th
r
o
u
g
h
f
o
r
m
ati
v
e
an
d
s
u
m
m
ati
v
e
ass
e
s
s
m
e
n
t
[
7
]
.
2.
T
H
E
S
T
UDY
T
h
is
s
t
u
d
y
f
o
cu
s
ed
o
n
i
m
p
r
o
v
i
n
g
p
u
p
ils
‟
p
r
o
ce
s
s
w
r
itin
g
w
it
h
t
h
e
u
s
e
o
f
a
u
th
e
n
tic
ass
e
s
s
m
en
t.
I
t
w
a
s
ca
r
r
ied
o
u
t
in
a
s
ch
o
o
l
i
n
Sab
ah
.
I
t
w
a
s
an
i
n
ter
p
r
etiv
e
d
es
i
g
n
C
r
es
w
el
l
as
q
u
ali
tati
v
e
ap
p
r
o
ac
h
w
as
u
s
ed
i
n
g
ath
er
i
n
g
th
e
d
ata
f
o
r
th
i
s
s
t
u
d
y
[
8
]
.
A
w
r
iti
n
g
p
r
o
ce
s
s
ch
e
ck
lis
t
ad
ap
ted
f
r
o
m
Mc
Ke
n
zi
e
&
T
o
m
p
k
i
n
s
w
as
u
s
ed
i
n
o
b
s
er
v
in
g
th
e
s
t
u
d
en
t
s
‟
g
r
ad
u
al
i
m
p
r
o
v
e
m
e
n
t
i
n
th
e
w
r
iti
n
g
ta
s
k
s
g
i
v
en
n
a
m
el
y
p
a
ir
w
r
i
tin
g
,
d
ialo
g
u
e
s
cr
ip
tin
g
,
p
ictu
r
e
d
escr
ip
tio
n
an
d
j
o
u
r
n
al
en
tr
ies
[
9
]
.
W
e
p
r
ep
ar
ed
a
s
et
o
f
in
ter
v
ie
w
q
u
esti
o
n
s
w
h
ich
w
as
ad
ap
ted
f
r
o
m
Fa
h
ed
Al
-
Ser
h
a
n
i
an
d
L
o
s
ar
d
o
&
N
o
tar
i
-
S
y
v
e
r
s
o
n
[
1
0
]
,
[
1
1
]
.
T
h
e
in
ter
v
ie
w
q
u
esti
o
n
s
co
n
s
is
ted
o
f
p
r
o
ce
s
s
w
r
iti
n
g
a
n
d
w
h
at
s
h
o
u
ld
b
e
d
o
n
e
to
i
m
p
r
o
v
e
t
h
e
ass
es
s
m
en
t
an
d
h
o
w
th
e
y
f
elt
ab
o
u
t
t
h
e
„
n
e
w
‟
ass
es
s
m
en
t t
h
at
w
a
s
tak
i
n
g
p
lace
in
th
eir
cla
s
s
r
o
o
m
.
3.
F
I
NDIN
G
S
W
h
en
p
ar
ticip
an
ts
w
er
e
a
s
k
e
d
ab
o
u
t
th
e
p
r
o
b
le
m
s
th
a
t
t
h
e
y
f
ac
ed
d
u
r
i
n
g
w
r
iti
n
g
cla
s
s
es,
t
h
e
y
an
s
w
er
ed
th
at
t
h
e
y
h
ad
d
if
f
ic
u
lties
in
t
h
e
tec
h
n
ica
l
asp
ec
ts
o
f
w
r
iti
n
g
,
b
r
ain
s
to
r
m
i
n
g
o
f
id
ea
s
to
s
tar
t
w
r
iti
n
g
,
d
if
f
ic
u
lt
y
i
n
u
n
d
er
s
tan
d
i
n
g
t
h
e
q
u
e
s
tio
n
s
an
d
al
s
o
tr
an
s
la
tio
n
is
s
u
e
s
.
T
h
e
th
e
m
e
s
m
e
n
tio
n
ed
ab
o
v
e
ar
e
elab
o
r
ated
w
it
h
r
elev
a
n
t
v
er
b
ati
m
f
r
o
m
t
h
e
p
ar
ticip
an
ts
as e
v
id
e
n
ce
s
.
3
.
1
.
T
ec
hn
ica
l a
s
pect
s
„
I
a
m
n
o
t
a
w
a
r
e
o
f
p
u
n
ctu
a
tio
n
w
h
en
I
w
r
ite.
W
h
en
I
s
ee
my
w
o
r
k
a
n
d
a
fter
S
ir
p
o
i
n
t
it
o
u
t,
th
e
n
o
n
ly
I
r
ea
liz
e
my
mis
ta
ke
s
‟
(
Par
ticip
an
t 1
)
„
P
a
r
a
g
r
a
p
h
i
n
g
is
my
ma
in
p
r
o
b
lem.
I
n
ee
d
to
w
r
ite
ma
n
y
s
en
ten
ce
s
a
n
d
I
d
o
n
o
t
k
n
o
w
h
o
w
to
b
r
ea
k
th
em
in
to
p
a
r
a
g
r
a
p
h
s
.
S
ir
to
ld
me
s
o
ma
n
y
times
th
a
t
I
s
h
o
u
l
d
w
r
ite
4
s
en
ten
ce
s
in
a
p
a
r
a
g
r
a
p
h
,
b
u
t
I
s
till
ma
ke
th
a
t m
is
ta
ke
in
my
ex
ercis
es.‟
(
P
ar
ticip
an
t 4
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
200
–
2
0
4
202
3
.
2
.
B
ra
ins
t
o
r
m
i
ng
o
f
idea
s
T
h
e
p
ar
ticip
an
ts
also
f
elt
t
h
at
th
e
y
d
id
n
o
t
h
av
e
id
ea
s
to
wr
ite
e
s
s
a
y
s
i
f
t
h
e
teac
h
er
d
id
n
o
t
ex
p
lai
n
th
e
p
o
in
ts
i
n
d
etail.
T
h
eir
r
esp
o
n
s
es
w
er
e:
„
I
d
o
n
o
t
kn
o
w
w
h
a
t
to
w
r
ite
w
h
en
S
ir
g
ives
ex
ercis
e
s
.
I
a
lw
a
ys
fo
llo
w
w
h
a
t
my
f
r
ien
d
s
w
r
ite.
I
ca
n
n
o
t t
h
in
k.
‟
(
P
ar
ticip
an
t 9
)
„
I
d
o
n
o
t
h
a
ve
th
e
id
e
a
to
s
ta
r
t
w
r
itin
g
.
I
d
o
n
o
t
kn
o
w
w
h
a
t
to
w
r
ite
b
ec
a
u
s
e
I
d
o
n
o
t
u
n
d
ers
ta
n
d
s
o
me
w
o
r
d
clu
es g
iven
in
th
e
q
u
esti
o
n
.
‟
(
P
ar
ticip
an
t 2
)
3
.
3
.
Dif
f
iculty
in un
der
s
t
a
nd
ing
t
he
qu
estio
n
s
T
h
ey
al
s
o
r
ev
ea
led
th
at
o
n
e
o
f
th
e
m
ai
n
p
r
o
b
le
m
s
i
n
w
r
iti
n
g
o
cc
u
r
r
ed
w
h
e
n
th
e
y
d
id
n
o
t
u
n
d
er
s
tan
d
th
e
q
u
es
tio
n
s
g
i
v
en
b
y
th
e
tea
ch
er
.
T
h
ey
s
aid
th
at:
„
I
d
o
n
o
t
u
n
d
ers
ta
n
d
th
e
q
u
esti
o
n
.
I
f
th
e
q
u
esti
o
n
is
lo
n
g
,
it
ma
ke
s
it
mo
r
e
d
iff
icu
lt
fo
r
me
to
u
n
d
ers
ta
n
d
.
I
u
n
d
ers
ta
n
d
o
n
ly
if S
ir
tr
a
n
s
la
tes it to
me
in
B
a
h
a
s
a
Ma
la
ysia
.
‟
(
P
ar
ticip
an
t 5
)
„
I
d
o
n
o
t
th
e
q
u
esti
o
n
b
ec
a
u
s
e
I
h
a
ve
n
o
t
s
ee
n
th
e
p
ictu
r
e
like
th
a
t
b
efo
r
e.
Like
th
e
o
n
e
o
n
w
r
itin
g
a
b
o
u
t
a
tr
a
in
.
I
h
a
ve
n
ev
er see
n
a
tr
a
in
,
s
o
I
c
a
n
n
o
t ima
g
in
e
a
n
d
th
in
k
o
n
w
h
a
t t
o
w
r
ite.
‟
(
Par
ticip
an
t
6)
3
.
4
.
T
ra
ns
la
t
io
n is
s
ues
W
e
w
er
e
also
to
ld
b
y
t
h
e
p
ar
ti
cip
an
ts
t
h
at
E
n
g
lis
h
w
as
d
if
f
ic
u
lt b
ec
au
s
e
t
h
e
y
co
u
ld
n
o
t
f
i
n
d
th
e
ex
ac
t
w
o
r
d
th
at
th
e
y
w
a
n
t
to
w
r
i
te.
T
h
is
r
esu
l
ted
in
th
e
m
o
p
ti
n
g
f
o
r
tr
an
s
latio
n
.
Her
e
i
s
a
r
es
p
o
n
s
e
w
h
e
n
a
s
k
e
d
ab
o
u
t th
eir
p
r
o
b
lem
s
in
w
r
it
in
g
:
„
I
d
o
h
a
ve
d
iffi
cu
lty
w
r
itin
g
in
E
n
g
lis
h
b
ec
a
u
s
e
I
h
a
ve
to
th
in
k
in
E
n
g
lis
h
u
n
like
Ma
la
y
w
h
ich
I
ju
s
t
h
a
ve
to
w
r
ite
th
e
s
en
ten
ce
s
.
F
o
r
ex
a
mp
le,
if
I
w
a
n
t
to
w
r
ite
s
o
meth
in
g
a
b
o
u
t
a
b
o
y
,
I
n
ee
d
to
th
in
k
i
n
Ma
la
y
like
„
Lela
kiitu
s
a
n
g
a
tt
a
mp
a
n
‟
a
n
d
I
w
ill
tr
y
to
th
in
k
o
f
th
e
E
n
g
lis
h
w
o
r
d
fo
r
th
e
w
o
r
d
„
ta
mp
a
n
‟
.
I
h
a
v
e
p
r
o
b
lem
th
in
kin
g
a
n
d
w
r
itin
g
in
E
n
g
lis
h
.
(
P
ar
ticip
an
t 4
)
3
.
5
.
T
ea
cher
’
s
f
ee
db
a
c
k
W
h
en
p
ar
ticip
an
ts
w
er
e
ask
e
d
ab
o
u
t
teac
h
er
‟
s
f
ee
d
b
ac
k
to
th
eir
w
r
iti
n
g
an
d
th
eir
r
esp
o
n
s
e
s
to
th
e
teac
h
er
‟
s
f
ee
d
b
ac
k
,
t
h
er
e
w
er
e
a
m
y
r
iad
o
f
an
s
w
er
s
:
„
S
ir
s
a
ys
“Go
o
d
”
ev
ery
time
my
fr
ien
d
s
a
n
d
I
w
r
ite
o
n
th
e
b
o
a
r
d
co
r
r
ec
tly.
I
like
to
f
o
llo
w
w
h
a
t
h
e
s
a
ys w
ith
my
fr
ien
d
s
.
W
h
en
m
y
fr
ien
d
s
d
o
it c
o
r
r
ec
tly,
I
w
ill s
a
y
“Go
o
d
” to
th
em.
‟
(
P
ar
tici
p
an
t 3
)
„
S
ir
w
r
ite
s
co
mme
n
ts
like,
“N
ea
t,
Go
o
d
tr
y”
w
h
en
I
d
o
s
p
e
llin
g
a
ctivity
a
n
d
s
h
o
r
t
s
en
ten
ce
co
n
s
tr
u
ctio
n
.
I
a
m
h
a
p
p
y.
‟
(
P
a
r
ticip
an
t 9
)
P
ar
ticip
an
ts
also
s
tated
t
h
at
wh
en
t
h
e
teac
h
er
p
o
in
ted
o
u
t
t
h
eir
m
i
s
ta
k
es
,
i
t
h
elp
ed
th
e
m
t
o
s
ee
t
h
eir
w
r
iti
n
g
m
u
c
h
clea
r
er
.
„
S
ir
a
lw
a
ys
p
o
in
ts
o
u
t
th
e
e
r
r
o
r
s
th
a
t
I
ma
ke
in
th
e
ex
ercis
e.
S
ir
a
ls
o
a
s
ks
me
to
r
e
fer
to
th
e
d
ictio
n
a
r
y
fo
r
co
r
r
ec
t sp
ellin
g
o
f th
e
w
o
r
d
s
.
‟
(
P
ar
ticip
an
t 1
)
„
S
ir
circle
s
my
s
p
ellin
g
er
r
o
r
s
in
th
e
ex
e
r
cise
s
a
n
d
w
ill
a
s
k
me
to
d
o
th
e
co
r
r
ec
tio
n
.
I
ca
n
s
ee
it
clea
r
ly.
N
o
t
like
Ma
th
ema
tics
,
th
e
tea
ch
er
ju
s
t
p
u
t
a
n
„
X
‟
o
n
th
e
b
o
o
k.
I
d
o
n
o
t
kn
o
w
my
mis
ta
ke
s
.
‟
(
P
ar
ticip
an
t 6
)
4.
DIS
CU
SS
I
O
N
4
.
1
.
P
ro
ce
s
s
w
rit
ing
Ou
t
o
f
th
e
1
1
p
ar
ticip
an
ts
,
o
n
ly
3
o
f
th
e
m
s
aid
th
at
t
h
e
th
r
e
e
p
er
io
d
s
allo
ca
ted
f
o
r
w
r
iti
n
g
ac
tiv
itie
s
w
ee
k
l
y
w
as
n
o
t e
n
o
u
g
h
f
o
r
th
e
m
.
T
h
ese
ar
e
th
eir
r
esp
o
n
s
es
:
„
N
o
,
th
e
time
g
iven
in
cla
s
s
is
n
o
t
en
o
u
g
h
fo
r
me
to
d
o
my
w
r
itin
g
.
I
th
in
k
w
r
itin
g
in
E
n
g
lis
h
n
ee
d
s
mo
r
e
time.
I
w
a
n
t
S
ir
to
u
s
e
Th
u
r
s
d
a
y
less
o
n
to
tea
ch
w
r
itin
g
a
ls
o
b
ec
a
u
s
e
I
a
m
ve
r
y
p
o
o
r
in
co
n
s
tr
u
ctin
g
lo
n
g
p
a
r
a
g
r
a
p
h
s
fo
r
Qu
esti
o
n
3
.
‟
(
P
ar
ticip
an
t 4
)
Gar
d
n
er
an
d
J
o
h
n
s
o
n
p
r
o
v
id
e
d
eig
h
t
s
ta
g
es
i
n
a
w
r
iti
n
g
p
r
o
ce
s
s
a
n
d
it
i
s
e
v
id
en
t
in
o
u
r
o
b
s
er
v
atio
n
o
n
th
e
p
ar
ticip
an
ts
th
a
t
th
e
y
f
o
llo
w
ed
th
e
s
ta
g
es
in
t
h
e
w
r
i
tin
g
p
r
o
ce
s
s
an
d
th
u
s
,
th
eir
w
r
iti
n
g
s
k
ill
b
ec
a
m
e
b
etter
th
r
o
u
g
h
o
u
t
ti
m
e
[
6
]
.
T
h
e
y
i
m
p
r
o
v
ed
o
n
t
h
eir
m
ec
h
a
n
i
cs
o
f
w
r
iti
n
g
as
t
h
eir
d
r
af
t
w
o
r
k
d
id
h
elp
t
h
e
m
to
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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203
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r
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w
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it
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p
ar
t
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r
o
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th
a
t,
t
h
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ar
ticip
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ts
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atio
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it
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t
s
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o
w
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g
o
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[
1
2
]
.
Fro
m
th
e
a
n
al
y
s
i
s
,
w
e
co
u
ld
s
ee
t
h
at
th
e
p
ar
ticip
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t
s
i
m
p
r
o
v
ed
o
n
p
u
n
ct
u
atio
n
a
f
ter
m
u
ch
d
r
illi
n
g
w
a
s
ca
r
r
ied
o
u
t i
n
th
e
clas
s
r
o
o
m
w
h
ic
h
n
o
w
,
h
a
s
r
esu
lted
i
n
th
e
m
b
ei
n
g
ab
le
to
co
m
p
o
s
e
s
h
o
r
t
p
ar
ag
r
ap
h
s
o
f
w
r
iti
n
g
.
W
e
lo
v
e
to
q
u
o
te
an
ex
a
m
p
le
f
r
o
m
t
h
e
in
ter
v
ie
w
an
al
y
s
is
w
h
ic
h
p
r
o
v
es th
at
t
h
e
ch
ild
r
en
‟
s
m
o
t
iv
at
i
o
n
is
in
cr
ea
s
ed
w
i
th
t
h
e
co
m
m
en
ts
b
y
t
h
e
teac
h
er
:
„
S
ir
s
a
ys
“Go
o
d
”
ev
ery
time
my
fr
ien
d
s
a
n
d
I
w
r
ite
o
n
th
e
b
o
a
r
d
co
r
r
ec
tly.
I
like
to
f
o
llo
w
w
h
a
t
h
e
s
a
ys w
ith
my
fr
ien
d
s
.
W
h
en
m
y
fr
ien
d
s
d
o
it c
o
r
r
ec
tly,
I
w
ill s
a
y
“Go
o
d
” to
th
em.
‟
(
P
ar
tici
p
an
t 3
)
T
h
e
s
tu
d
en
t
s
w
er
e
alr
ea
d
y
m
ir
r
o
r
in
g
w
h
a
t
th
e
teac
h
er
d
id
in
th
e
clas
s
r
o
o
m
-
co
m
p
le
m
en
ti
n
g
th
e
o
th
er
st
u
d
e
n
ts
.
T
h
is
is
s
o
m
et
h
i
n
g
t
h
at
h
a
s
to
b
e
p
aid
atten
tio
n
.
I
f
th
e
c
h
ild
r
en
ar
e
n
o
t
ac
k
n
o
w
led
g
ed
an
d
if
t
h
eir
w
o
r
k
is
n
o
t
g
i
v
en
d
u
e
r
ec
o
g
n
itio
n
,
t
h
en
,
th
eir
s
p
ir
it
to
w
o
r
k
is
g
o
i
n
g
to
d
ie
o
u
t.
I
t
lies
w
it
h
i
n
t
h
e
teac
h
er
to
m
ak
e
o
r
to
b
r
ea
k
th
eir
m
o
tiv
a
t
io
n
to
w
ar
d
s
lear
n
i
n
g
b
ec
au
s
e
i
n
th
i
s
ca
s
e,
E
n
g
lis
h
L
an
g
u
ag
e
is
n
o
t
th
eir
s
ec
o
n
d
lan
g
u
a
g
e.
Fro
m
o
u
r
o
b
s
er
v
at
i
o
n
,
w
e
ca
n
s
a
y
t
h
at
E
n
g
li
s
h
la
n
g
u
a
g
e
is
t
h
eir
t
h
ir
d
o
r
f
o
u
r
th
lan
g
u
a
g
e
af
ter
th
eir
m
o
th
er
to
n
g
u
e
(
Du
s
u
n
B
an
g
g
i
,
Kag
a
y
a
n
,
B
aj
au
Ub
ian
,
Su
l
u
k
o
r
R
u
n
g
u
s
)
a
n
d
B
ah
asa
Ma
l
a
y
s
ia.
4
.
2
.
P
ro
ble
m
s
f
a
ce
d in t
he
pro
ce
s
s
w
rit
ing
Am
o
n
g
th
e
p
r
o
b
le
m
s
t
h
at
ar
e
id
en
ti
f
ied
in
th
e
w
r
iti
n
g
p
r
o
ce
s
s
w
h
ich
m
ak
e
s
w
r
i
tin
g
a
d
if
f
icu
lt
tas
k
ar
e:
1
)
L
ac
k
o
f
s
k
ill
s
i
n
b
r
ain
s
to
r
m
in
g
o
f
id
ea
s
T
h
is
is
clo
s
el
y
r
elate
d
to
in
s
tr
u
ctio
n
s
i
n
th
e
cla
s
s
r
o
o
m
.
T
h
e
teac
h
er
m
u
s
t
p
a
y
clo
s
e
atte
n
ti
o
n
to
th
i
s
.
Af
ter
all,
in
s
tr
u
ctio
n
is
v
i
tal
in
th
e
s
u
cc
e
s
s
o
f
a
less
o
n
.
I
f
th
e
teac
h
er
is
n
o
t
clea
r
w
i
th
w
h
at
h
as
to
b
e
d
o
n
e
in
a
task
,
th
e
n
,
h
o
w
d
o
th
e
s
t
u
d
e
n
ts
,
in
th
is
ca
s
e,
y
o
u
n
g
lear
n
er
s
ar
e
g
o
i
n
g
to
co
m
p
e
te
th
e
tas
k
?
Fu
r
th
er
m
o
r
e,
w
o
r
k
i
n
g
w
it
h
y
o
u
n
g
lear
n
er
s
r
eq
u
ir
es
th
e
teac
h
er
to
s
i
m
p
l
if
y
t
h
e
i
n
s
tr
u
ctio
n
s
in
t
h
e
class
r
o
o
m
.
T
h
is
tak
e
s
ti
m
e
a
n
d
ef
f
o
r
t f
r
o
m
t
h
e
teac
h
er
b
u
t th
e
r
e
w
ar
d
is
f
r
u
i
tf
u
l.
2
)
Dif
f
ic
u
lt
y
i
n
u
n
d
er
s
tan
d
i
n
g
th
e
q
u
es
tio
n
„
I
d
o
n
o
t
u
n
d
ers
ta
n
d
th
e
q
u
esti
o
n
.
I
f
th
e
q
u
esti
o
n
is
lo
n
g
,
it
ma
ke
s
it
mo
r
e
d
iff
icu
lt
fo
r
me
to
u
n
d
ers
ta
n
d
.
I
u
n
d
ers
ta
n
d
o
n
ly
if S
ir
tr
a
n
s
la
tes it to
me
in
B
a
h
a
s
a
Ma
la
ysia
.
‟
(
P
ar
ticip
an
t 5
)
T
h
e
w
o
r
r
y
i
n
th
e
c
h
ild
‟
s
to
n
e
is
ev
id
en
t.
W
h
y
tr
o
u
b
le
o
u
r
s
elv
es
a
n
d
th
e
ch
i
ld
r
en
w
ith
c
o
m
p
lica
ted
in
s
tr
u
ctio
n
s
?
I
t
co
u
ld
h
av
e
b
ee
n
s
i
m
p
le
an
d
m
ea
n
i
n
g
f
u
l.
B
ased
o
n
o
u
r
r
ef
lectio
n
,
w
e
r
ea
li
ze
d
th
at
w
e
m
ad
e
a
f
e
w
m
i
s
ta
k
es
b
y
g
i
v
i
n
g
lo
n
g
r
u
b
r
ics
lik
e,
“
Yo
u
ar
e
to
co
m
p
lete
t
h
e
tab
le
b
elo
w
an
d
th
en
co
m
p
o
s
e
a
p
ar
ag
r
ap
h
w
i
th
at
lea
s
t
t
h
r
ee
r
ea
s
o
n
s
o
f
y
o
u
r
c
h
o
ice.
”
W
e
co
u
ld
h
av
e
m
ad
e
it
i
n
to
t
w
o
s
i
m
p
le
s
e
n
ten
ce
s
li
k
e
th
is
,
“Co
m
p
lete
t
h
e
tab
le
b
elo
w
.
I
n
a
p
ar
ag
r
ap
h
,
w
r
ite
t
h
r
ee
r
ea
s
o
n
s
f
o
r
th
e
ch
o
ice
y
o
u
h
a
v
e
m
ad
e.
”
3
)
L
i
m
ited
v
o
ca
b
u
lar
y
ac
q
u
i
s
i
tio
n
Fro
m
t
h
e
f
in
d
i
n
g
s
,
it
is
ev
id
e
n
t th
at
th
e
ch
i
ld
r
en
w
er
e
h
av
in
g
p
r
o
b
lem
to
co
n
s
tr
u
ct
s
e
n
te
n
ce
s
b
ec
au
s
e
th
e
y
co
u
ld
n
o
t
th
i
n
k
o
f
t
h
e
w
o
r
d
in
E
n
g
lis
h
.
T
h
is
i
s
a
c
o
m
m
o
n
p
r
o
b
lem
a
m
o
n
g
Ma
l
a
y
s
ia
n
s
s
t
u
d
en
t
s
as
d
ep
icted
b
y
Mo
h
d
.
Saat
A
b
b
a
s
et.
al
[
13]
.
Fro
m
m
y
o
b
s
er
v
a
t
io
n
,
th
e
s
tu
d
e
n
ts
d
id
n
o
t
co
m
p
lete
th
e
ta
s
k
g
i
v
en
o
r
o
n
ly
w
r
ite
i
n
B
ah
asa
Ma
l
a
y
s
ia
b
ec
au
s
e
th
e
y
w
er
e
f
r
u
s
tr
ated
.
A
s
a
m
atter
o
f
f
ac
t,
w
e
r
ea
lized
th
at
t
h
i
s
h
ap
p
en
ed
b
ec
au
s
e
th
e
y
d
id
n
o
t
w
a
n
t
to
u
s
e
t
h
e
d
ictio
n
ar
y
p
r
o
v
id
ed
f
o
r
th
e
m
.
W
e
m
ad
e
s
u
r
e
all
o
f
th
e
m
h
a
v
e
a
d
ictio
n
ar
y
ea
ch
a
n
d
y
et,
t
h
e
y
w
er
e
s
t
i
ll d
ep
en
d
in
g
o
n
m
e
to
p
r
o
v
id
e
th
e
m
w
it
h
t
h
e
tr
an
s
lat
io
n
o
f
th
e
w
o
r
d
s
.
I
f
ee
l
th
a
t
if
t
h
is
w
er
e
to
co
n
ti
n
u
e,
th
e
ch
ild
r
en
w
ill
h
av
e
att
it
u
d
e
p
r
o
b
lem
an
d
th
u
s
,
lead
s
to
th
e
m
b
ein
g
laz
y
.
C
h
i
tr
av
el
u
,
Sit
h
a
m
p
ar
a
m
a
n
d
T
eh
m
e
n
tio
n
ed
th
at
d
ictio
n
a
r
y
s
k
ill
is
a
n
i
m
p
o
r
tan
t
m
atte
r
in
th
e
cla
s
s
r
o
o
m
[
1
4
]
.
T
ea
ch
er
s
m
u
s
t
h
elp
th
eir
s
tu
d
e
n
ts
to
m
a
s
ter
th
e
s
k
ill i
n
o
r
d
er
f
o
r
th
e
s
tu
d
en
t
s
to
b
e
in
d
ep
en
d
en
t le
ar
n
er
s
.
4
)
T
im
e
allo
ca
tio
n
f
o
r
p
r
o
ce
s
s
w
r
iti
n
g
T
h
e
d
ata
p
r
o
v
ed
th
at
m
o
r
e
ti
m
e
i
s
n
ee
d
ed
f
o
r
p
r
o
ce
s
s
w
r
it
in
g
.
T
h
is
i
s
m
ai
n
l
y
b
ec
a
u
s
e
th
r
ee
p
er
io
d
s
p
er
w
ee
k
f
o
r
w
r
it
in
g
is
n
o
t
en
o
u
g
h
to
i
m
p
r
o
v
e
t
h
e
s
t
u
d
en
t
s
‟
w
r
iti
n
g
s
k
ill
s
.
W
e
h
ad
n
o
ch
o
ice
th
an
to
d
o
th
at
b
ec
au
s
e
w
e
w
er
e
in
s
tr
u
c
ted
to
f
in
is
h
th
e
s
y
llab
u
s
as
w
ell
a
s
to
k
ee
p
u
p
w
ith
t
h
e
s
tu
d
e
n
ts
‟
ac
h
iev
e
m
e
n
t
i
n
t
h
e
E
n
g
l
is
h
L
a
n
g
u
a
g
e
as
a
w
h
o
le.
W
e
r
ea
lized
th
at
th
is
i
s
a
b
u
r
d
en
f
o
r
u
s
a
n
d
also
f
o
r
th
e
s
t
u
d
en
ts
.
T
h
e
s
tu
d
e
n
ts
d
id
n
o
t h
av
e
en
o
u
g
h
ti
m
e
a
n
d
th
is
f
r
u
s
tr
ated
th
e
m
w
h
en
t
h
e
y
w
er
e
h
a
v
i
n
g
f
u
n
i
n
t
h
e
w
r
iti
n
g
clas
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8822
I
J
E
R
E
Vo
l.
5
,
No
.
3
,
Sep
tem
b
er
20
1
6
:
200
–
2
0
4
204
„
N
o
,
th
e
time
g
iven
in
cla
s
s
is
n
o
t
en
o
u
g
h
fo
r
me
to
d
o
my
w
r
itin
g
.
I
th
in
k
w
r
itin
g
in
E
n
g
lis
h
n
ee
d
s
mo
r
e
time.
I
w
a
n
t
S
ir
to
u
s
e
Th
u
r
s
d
a
y
less
o
n
to
tea
ch
w
r
itin
g
a
ls
o
b
ec
a
u
s
e
I
a
m
ve
r
y
p
o
o
r
in
co
n
s
tr
u
ctin
g
lo
n
g
p
a
r
a
g
r
a
p
h
s
fo
r
Qu
esti
o
n
3
.
‟
(
P
ar
ticip
an
t 4
)
5.
CO
NCLU
SI
O
N
T
ea
ch
er
s
m
ig
h
t
u
s
e
p
r
o
j
ec
ts
s
u
c
h
as
r
ep
o
r
ts
,
j
o
u
r
n
als,
s
p
e
ec
h
es,
v
id
eo
s
an
d
i
n
ter
v
ie
w
s
w
it
h
t
h
e
s
tu
d
e
n
ts
to
ass
e
s
s
c
h
ild
r
en
‟
s
w
r
iti
n
g
p
r
o
ce
s
s
es.Fo
r
ex
a
m
p
l
e,
an
au
t
h
en
t
ic
ass
e
s
s
m
e
n
t
o
n
th
e
e
x
p
ed
itio
n
o
f
Gu
lli
v
er
ca
n
b
e
u
s
ed
to
g
r
ad
e
s
tu
d
e
n
ts
o
n
j
o
u
r
n
al
w
r
iti
n
g
o
r
ass
ig
n
i
n
g
t
h
e
m
to
d
r
a
w
a
m
ap
s
h
o
w
in
g
t
h
e
r
o
u
te
w
h
ic
h
Gu
lliv
er
tr
a
v
elled
.
T
h
e
teac
h
er
m
a
y
in
tr
o
d
u
ce
s
elf
o
r
p
ee
r
-
a
s
s
es
s
m
en
t
as
a
n
o
th
er
o
p
tio
n
to
as
s
es
s
t
h
e
c
h
ild
r
en
.
A
s
i
m
p
le
-
tic
k
o
b
s
er
v
atio
n
c
h
ec
k
lis
t
o
r
s
i
m
p
li
f
ied
q
u
esti
o
n
n
air
e
s
m
a
y
b
e
d
esig
n
ed
an
d
u
tili
ze
d
to
h
elp
th
em
s
el
f
-
ass
es
s
o
r
co
-
as
s
e
s
s
t
h
eir
w
r
iti
n
g
.
Dip
to
ad
i
et.
al
,
[
1
5
]
s
u
g
g
es
t
o
b
s
er
v
atio
n
c
h
ec
k
lis
ts
,
cr
iter
ia
s
h
ee
t
an
d
h
o
lis
tic
an
d
an
al
y
tical
r
ati
n
g
s
ca
le
s
c
an
b
e
u
s
ed
i
n
as
s
es
s
i
n
g
t
h
e
c
h
ild
r
en
.
W
it
h
th
e
u
s
e
o
f
a
u
t
h
en
tic
as
s
es
s
m
en
t
s
,
s
tu
d
e
n
ts
a
n
d
teac
h
er
s
h
a
v
e
g
r
ea
t
an
d
g
o
ld
en
o
p
p
o
r
t
u
n
it
y
to
ap
p
r
ec
iate
th
eir
w
o
r
k
i
n
th
e
p
r
o
ce
s
s
o
f
lan
g
u
ag
e
ac
q
u
is
itio
n
.
T
h
e
u
lti
m
ate
g
o
al
o
f
au
t
h
e
n
tic
ass
e
s
s
m
en
t
is
to
b
o
o
s
t
th
e
lea
r
n
in
g
p
r
o
ce
s
s
a
n
d
h
elp
s
t
u
d
en
ts
to
g
ai
n
k
n
o
w
led
g
e
w
h
ile
co
m
p
leti
n
g
as
s
i
g
n
m
e
n
ts
t
h
at
ar
e
b
e
n
ef
icial
to
t
h
eir
“
r
ea
l
-
w
o
r
ld
”
ex
p
er
ien
ce
s
.
W
it
h
au
th
e
n
tic
a
s
s
es
s
m
en
t
s
,
s
t
u
d
en
ts
ca
n
s
ee
w
h
at
th
e
y
ca
p
ab
ilit
ies
w
ith
o
u
t
th
e
p
r
ess
u
r
e
to
ex
ce
l
o
n
a
tr
ad
itio
n
al
test
w
it
h
s
tr
ai
g
h
t
A
s
.
RE
F
E
R
E
NC
E
S
[1
]
D.
Re
a
v
is,
“
T
h
e
a
n
i
m
a
l
sc
h
o
o
l:
A
f
a
b
le
,
”
I.
S
.
S
.
P
u
b
li
c
a
ti
o
n
s
,
2
0
0
8
.
[2
]
K.
Ba
rk
a
o
u
i,
“
T
e
a
c
h
in
g
w
rit
in
g
to
se
c
o
n
d
lan
g
u
a
g
e
lea
rn
e
rs:
S
o
m
e
in
sig
h
ts
f
ro
m
th
e
o
r
y
a
n
d
re
se
a
rc
h
,”
T
ES
L
Rep
o
rte
r
,
v
o
l.
4
0
,
p
p
.
35
-
48
,
2
0
0
7
.
[3
]
W
.
M
il
ler,
“
S
trate
g
ies
f
o
r
d
e
v
e
lo
p
in
g
e
m
e
r
g
e
n
t
li
tera
c
y
,”
Bo
sto
n
,
M
A
,
M
c
G
ra
w
-
Hill
,
2
0
0
0
.
[4
]
J.
Bu
tl
e
r,
C.
L
iss,
P.
S
tern
e
r,
“
S
ta
rti
n
g
o
n
t
h
e
w
rit
e
f
o
o
t:
He
lp
i
n
g
p
a
re
n
ts
u
n
d
e
rsta
n
d
h
o
w
c
h
il
d
re
n
le
a
rn
to
re
a
d
a
n
d
w
rit
e
,
Tex
a
s Ch
il
d
Ca
re
,
p
p
.
2
-
9
,
1
9
9
9
.
[5
]
D.
Ha
tch
e
r,
L.
G
o
d
d
a
rd
,
“
T
h
e
w
ri
ti
n
g
p
ro
c
e
ss
:
A
ste
p
b
y
ste
p
a
p
p
ro
a
c
h
f
o
r
e
v
e
r
y
d
a
y
w
rit
e
rs
,”
L
a
n
d
a
Bo
o
k
s
,
U.S
.
A
,
2
0
0
5
.
[6
]
A
.
Ga
rd
n
e
r
,
D.
Jo
h
n
so
n
,
“
T
e
a
c
h
i
n
g
p
e
rso
n
a
l
e
x
p
e
rien
c
e
n
a
rra
ti
v
e
in
th
e
e
le
m
e
n
tar
y
a
n
d
b
e
y
o
n
d
,
”
F
lag
sta
ff
,
AZ
,
No
rth
e
rn
A
rizo
n
a
W
rit
in
g
P
r
o
jec
t
P
re
ss
,
1
9
9
7
.
[7
]
L
.
P
u
p
p
in
,
“
A
p
a
ra
d
ig
m
sh
if
t:
F
ro
m
P
a
p
e
r
-
a
n
d
-
p
e
n
c
is
tes
ts
t
o
p
e
rf
o
r
m
a
n
c
e
-
b
a
se
d
a
ss
e
ss
m
e
n
t
,”
En
g
li
sh
T
e
a
c
h
i
n
g
Fo
ru
m
,
v
ol
/i
ss
u
e
:
45
(
4
)
,
p
p
.
1
0
–
17
,
2
0
0
7
.
[8
]
J.
W
.
Cre
s
we
ll
,
“
Ed
u
c
a
ti
o
n
a
l
re
se
a
rc
h
:
P
lan
n
i
n
g
,
c
o
n
d
u
c
ti
n
g
,
a
n
d
e
v
a
lu
a
ti
n
g
q
u
a
n
ti
tativ
e
a
n
d
q
u
a
l
it
a
ti
v
e
re
se
a
rc
h
(3
rd
e
d
.
)
,”
Ne
w
Je
rse
y
,
P
e
a
rso
n
E
d
u
c
a
ti
o
n
,
I
n
c
,
2
0
0
8
.
[9
]
L
.
M
c
Ke
n
z
ie,
G
.
E.
T
o
m
p
k
in
s,
“
Ev
a
lu
a
ti
n
g
stu
d
e
n
ts‟
w
rit
in
g
:
A
p
ro
c
e
ss
a
p
p
ro
a
c
h
.
[
El
e
c
tro
n
ic v
e
rsio
n
]
,”
J
o
u
rn
a
l
o
f
T
e
a
c
h
in
g
W
riti
n
g
,
v
o
l/
issu
e
:
3
(2
),
p
p
.
2
0
1
-
2
1
2
,
1
9
8
4
.
[1
0
]
W
.
F
.
Al
-
S
e
rh
a
n
i,
“
T
h
e
e
ff
e
c
t
o
f
p
o
rtf
o
li
o
a
ss
e
ss
m
e
n
t
o
n
th
e
w
rit
in
g
p
e
rf
o
r
m
a
n
c
e
o
f
EF
L
s
e
c
o
n
d
a
ry
sc
h
o
o
l
st
u
d
e
n
ts
in
S
a
u
d
i
A
ra
b
ia
,”
Un
p
u
b
l
ish
e
d
M
.
A
th
e
sis
,
T
a
ib
a
h
U
n
iv
e
rsity
,
S
a
u
d
i
A
ra
b
ia
,
2
0
0
7
.
[1
1
]
A
.
L
o
sa
rd
o
,
A
.
N.
S
y
v
e
rso
n
,
“
Altern
a
ti
v
e
a
p
p
ro
a
c
h
e
s
to
a
ss
e
ss
in
g
y
o
u
n
g
c
h
il
d
re
n
,”
Ba
lt
im
o
re
,
P
a
u
l
H.
Bro
o
k
e
s
P
u
b
l
ish
i
n
g
,
2
0
0
1
.
[1
2
]
J.
L
o
wm
a
n
,
“
P
r
o
m
o
ti
n
g
m
o
ti
v
a
ti
o
n
a
n
d
lea
rn
i
n
g
,
”
Co
ll
e
g
e
T
e
a
c
h
i
n
g
,
v
o
l/
issu
e
:
38
(
4
),
p
p
.
1
3
6
-
39
,
1
9
9
0
.
[1
3
]
M
.
S
.
A
b
b
a
s,
S
.
S
a
h
a
ra
n
,
Y
.
C
h
e
L
a
h
,
A
.
R
.
M
o
h
a
m
a
d
,
“
T
e
a
c
h
in
g
E
n
g
l
ish
la
n
g
u
a
g
e
writi
n
g
th
e
p
h
o
t
o
c
o
p
y
me
th
o
d
,
”
T
h
e
p
ro
c
e
e
d
i
n
g
o
f
th
e
3
n
d
I
n
tern
a
ti
o
n
a
l
C
o
n
f
e
re
n
c
e
On
M
e
a
su
re
m
e
n
t
a
n
d
Ev
a
lu
a
ti
o
n
in
E
d
u
c
a
ti
o
n
(ICEM
EE
2
0
0
5
)
in
P
e
n
a
n
g
,
13
-
1
5
F
e
b
r
u
a
ry
,
p
p
.
2
6
5
-
2
7
5
,
2
0
0
5
.
[1
4
]
N.
Ch
it
ra
v
e
lu
,
S.
S
it
h
a
m
p
a
ra
m
,
T.
S
.
Ch
o
o
n
,
“
EL
T
M
e
th
o
d
o
l
o
g
y
:
P
ri
n
c
ip
les
a
n
d
p
ra
c
ti
c
e
,”
S
e
lan
g
o
r
,
P
e
n
e
r
b
it
F
a
jar
Ba
k
ti
,
1
9
9
7
.
[1
5
]
V
.
Di
p
to
a
d
i,
e
t
a
l.
,
“
Be
c
o
m
in
g
a
Cre
a
ti
v
e
T
e
a
c
h
e
r:
A
M
a
n
u
a
l
fo
r
T
e
a
c
h
in
g
En
g
li
sh
t
o
In
d
o
n
e
sia
n
El
e
m
e
n
tar
y
S
tu
d
e
n
ts
,”
Ja
k
a
rta
,
REL
O i
n
c
o
ll
a
b
o
ra
ti
o
n
w
it
h
L
BI
F
I
P
B
U
n
iv
e
rsitas
In
d
o
n
e
sia
,
2
0
0
9
.
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