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o
ca
tio
n
al
g
r
ad
u
ates
co
n
s
titu
tin
g
th
e
m
a
jo
r
ity
[
1
7
]
.
T
h
er
e
is
a
g
ap
b
etwe
en
th
e
e
d
u
ca
tio
n
s
y
s
tem
an
d
q
u
alif
icatio
n
s
in
th
e
jo
b
m
ar
k
et
an
d
in
d
u
s
tr
y
r
eq
u
i
r
em
en
ts
in
I
n
d
o
n
esia
[
1
8
]
.
As
a
r
esu
lt,
th
e
m
is
m
atch
b
etwe
en
g
r
ad
u
ates’
co
m
p
eten
cies
an
d
in
d
u
s
tr
y
d
em
an
d
s
cr
ea
tes
u
n
e
m
p
lo
y
m
e
n
t
[
1
9
]
.
T
h
e
en
f
o
r
ce
m
en
t
o
f
PjB
L
in
VE
T
in
I
n
d
o
n
esia
aim
s
to
ad
d
r
ess
s
k
ill
m
is
m
atch
to
in
d
u
s
tr
y
d
em
an
d
s
[
4
]
,
[
2
0
]
,
[
2
1
]
.
W
ith
PjB
L
,
it
is
ex
p
ec
ted
th
at
I
n
d
o
n
esian
v
o
ca
tio
n
al
g
r
ad
u
ates p
o
s
s
ess
s
k
il
ls
th
at
m
ee
t th
e
d
em
an
d
s
o
f
th
e
w
o
r
k
f
o
r
ce
[
1
7
]
–
[
1
9
]
in
ad
d
itio
n
to
co
n
ten
t k
n
o
wled
g
e.
Attitu
d
e
p
lay
s
a
v
ital
r
o
le
in
th
e
r
ec
ep
tio
n
o
f
n
ewly
in
tr
o
d
u
ce
d
r
eg
u
latio
n
s
f
o
r
th
e
im
p
le
m
en
tatio
n
o
f
PjB
L
in
I
n
d
o
n
esia.
Peo
p
le
b
u
ild
attitu
d
es
th
at
o
r
ig
i
n
ate
f
r
o
m
th
eir
m
en
tal
p
r
o
ce
s
s
es,
s
u
ch
as
f
ee
lin
g
s
an
d
p
er
ce
p
tio
n
s
.
Ajze
n
h
as
ca
teg
o
r
ized
th
r
ee
d
o
m
ain
s
o
f
r
esp
o
n
s
e
to
war
d
th
e
o
b
ject
o
f
attitu
d
e,
wh
ich
ar
e
co
g
n
itiv
e,
b
eh
av
i
o
r
al,
a
n
d
a
f
f
ec
tiv
e
r
esp
o
n
s
es.
Attitu
d
e
e
n
co
m
p
ass
es
co
g
n
itiv
e
p
er
ce
p
tio
n
s
an
d
b
elief
s
,
af
f
ec
tiv
e
lik
es
an
d
d
is
lik
es,
f
ee
lin
g
s
o
r
ev
o
k
e
d
em
o
tio
n
s
,
an
d
b
eh
a
v
io
r
al
ac
tio
n
s
o
r
ex
p
r
ess
ed
in
ten
tio
n
s
d
ir
ec
ted
to
war
d
s
an
o
b
ject,
b
ased
o
n
th
e
in
d
iv
id
u
al'
s
co
g
n
itiv
e
an
d
af
f
ec
tiv
e
r
esp
o
n
s
es
[
2
2
]
.
T
h
e
co
g
n
itiv
e
asp
ec
t
p
er
tain
s
to
th
e
p
er
s
o
n
'
s
th
o
u
g
h
ts
an
d
p
er
ce
p
tio
n
s
o
f
th
e
o
b
ject,
th
e
af
f
ec
tiv
e
ele
m
en
t
d
ea
ls
with
t
h
e
in
d
iv
id
u
al'
s
em
o
tio
n
al
r
esp
o
n
s
e
s
u
ch
as
lik
in
g
o
r
d
is
lik
in
g
,
an
d
th
e
b
e
h
av
io
r
al
co
m
p
o
n
en
t
r
elate
s
to
th
e
p
er
s
o
n
'
s
ac
tio
n
s
d
ir
ec
ted
to
w
a
r
d
s
th
e
o
b
ject
o
f
th
e
attitu
d
e
[
2
3
]
.
Sev
er
al
s
tu
d
ies
h
av
e
r
ep
o
r
ted
s
tu
d
e
n
ts
’
p
o
s
itiv
e
attitu
d
es to
war
d
PjB
L
[
2
4
]
–
[
2
7
]
.
Au
th
en
ticity
in
PjB
L
al
s
o
s
tr
en
g
th
en
s
s
tu
d
en
ts
’
ca
r
ee
r
asp
ir
atio
n
s
,
lo
n
g
-
ter
m
h
o
p
es
an
d
am
b
itio
n
s
[
2
8
]
,
s
in
ce
PjB
L
b
r
id
g
es
th
e
g
ap
b
etwe
en
ed
u
ca
tio
n
a
n
d
em
p
lo
y
m
en
t.
PjB
L
m
ir
r
o
r
s
r
ea
l
-
l
if
e
p
r
o
b
lem
s
[
2
9
]
–
[
3
1
]
th
at
f
ac
ilit
ate
em
p
lo
y
ab
i
lity
[
3
2
]
–
[
3
4
]
.
T
h
e
o
u
t
co
m
es
o
f
PjB
L
s
h
o
u
ld
f
o
cu
s
o
n
e
q
u
ip
p
in
g
v
o
ca
tio
n
al
s
tu
d
en
ts
with
th
e
s
k
ill
s
n
ec
ess
ar
y
to
m
ee
t
in
d
u
s
tr
y
d
e
m
an
d
s
.
C
o
n
s
eq
u
en
tly
,
s
tu
d
en
ts
s
tu
d
y
in
g
E
n
g
lis
h
d
o
n
o
t
d
o
s
o
to
f
u
lf
ill co
u
r
s
e
r
eq
u
ir
e
m
en
ts
,
b
u
t r
ath
e
r
p
r
e
p
ar
e
f
o
r
t
h
eir
f
u
tu
r
e
ca
r
ee
r
s
.
W
h
ile
Pj
B
L
is
a
cr
u
cial
asp
e
ct
o
f
ed
u
ca
tio
n
,
v
er
y
f
ew
s
tu
d
ies
h
av
e
in
v
esti
g
ated
s
tu
d
en
t
s
'
a
ttit
u
d
es
to
war
d
s
its
im
p
lem
en
tatio
n
.
Giv
en
th
at
I
n
d
o
n
esian
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
en
ts
h
a
v
e
r
e
ce
n
tly
b
ee
n
ass
ess
ed
b
ased
o
n
th
eir
p
er
f
o
r
m
an
ce
in
PjB
L
,
it
is
ess
en
tia
l to
u
n
d
er
s
tan
d
th
eir
attitu
d
es to
war
d
s
th
e
im
p
lem
en
tatio
n
o
f
th
is
ap
p
r
o
ac
h
,
as
well
as
th
eir
E
n
g
lis
h
lan
g
u
ag
e
s
k
ills
an
d
ca
r
ee
r
asp
ir
atio
n
s
.
T
h
is
s
tu
d
y
s
o
u
g
h
t
to
ev
alu
ate
th
e
attitu
d
es
o
f
s
tu
d
en
ts
to
war
d
s
th
e
im
p
lem
en
tatio
n
o
f
PjB
L
ac
r
o
s
s
all
v
o
ca
tio
n
al
co
lleg
es
in
I
n
d
o
n
esia,
with
th
e
aim
o
f
d
eter
m
in
i
n
g
wh
et
h
er
th
is
ap
p
r
o
ac
h
is
well
r
ec
eiv
ed
.
I
t
also
aim
s
to
in
v
esti
g
ate
th
e
im
p
ac
t
th
at
E
n
g
lis
h
less
o
n
s
ac
q
u
ir
ed
th
r
o
u
g
h
p
r
o
jects
ca
n
h
av
e
o
n
s
tu
d
en
ts
’
u
n
d
er
s
tan
d
in
g
o
f
th
e
lan
g
u
ag
e'
s
r
elev
an
ce
to
th
eir
f
u
tu
r
e
ca
r
ee
r
s
.
T
h
is
s
tu
d
y
is
o
n
e
o
f
th
e
f
ir
s
t
to
ex
p
lo
r
e
th
e
im
p
lem
en
tatio
n
o
f
P
jB
L
in
v
o
ca
tio
n
al
co
lleg
es
at
a
n
atio
n
al
lev
el.
T
h
is
s
tu
d
y
s
h
e
d
s
lig
h
t
o
n
th
e
g
o
v
er
n
m
en
t'
s
n
ew
p
o
licy
e
n
f
o
r
c
em
en
t
r
e
g
ar
d
in
g
th
e
ap
p
licatio
n
o
f
PjB
L
in
v
o
ca
tio
n
al
co
lleg
es
in
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
is
e
x
p
ec
ted
to
g
u
id
e
th
e
ad
v
a
n
ce
m
en
t
a
n
d
d
is
s
em
in
atio
n
o
f
PjB
L
in
v
o
ca
tio
n
al
co
lleg
es
in
I
n
d
o
n
esia
wh
ile
en
s
u
r
in
g
th
eir
m
atch
wi
th
th
e
r
eq
u
ir
em
e
n
ts
an
d
p
r
ef
er
e
n
ce
s
o
f
d
i
v
er
s
e
i
n
d
u
s
tr
y
d
em
an
d
s
.
Dr
awin
g
o
n
th
is
r
esear
ch
g
ap
,
th
is
s
t
u
d
y
aim
s
to
g
au
g
e
I
n
d
o
n
esi
an
v
o
ca
tio
n
al
s
tu
d
en
t
s
’
attitu
d
es
to
war
d
th
e
im
p
le
m
en
tatio
n
o
f
PjB
L
in
th
eir
E
n
g
lis
h
co
u
r
s
es.
T
h
is
s
tu
d
y
s
o
u
g
h
t
to
d
eter
m
in
e
th
e
f
o
llo
win
g
:
i)
W
h
at
ar
e
th
e
at
titu
d
es
o
f
I
n
d
o
n
esian
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
e
n
ts
to
war
d
s
PjB
L
in
E
n
g
lis
h
co
u
r
s
es?
ii)
Do
s
tu
d
en
ts
'
attitu
d
es
af
f
ec
t
th
eir
ca
r
ee
r
asp
ir
atio
n
s
th
r
o
u
g
h
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
b
e
n
ef
its
o
f
PjB
L
f
o
r
th
eir
E
n
g
lis
h
s
k
ills
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
q
u
an
titativ
e
s
tu
d
y
in
ten
d
s
to
g
au
g
e
I
n
d
o
n
esian
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
en
ts
’
attitu
d
es
to
war
d
th
e
im
p
lem
en
tatio
n
o
f
PjB
L
in
E
n
g
lis
h
lan
g
u
ag
e
co
u
r
s
es.
An
o
n
lin
e
s
u
r
v
ey
was
co
n
d
u
cted
to
co
llect
d
ata
f
r
o
m
v
o
ca
tio
n
al
co
lleg
es in
I
n
d
o
n
es
ia.
Data
wer
e
an
aly
z
ed
u
s
in
g
SP
SS
2
6
.
2
.
1
.
P
a
rt
icipa
nts a
nd
co
nte
x
t
T
h
is
s
tu
d
y
in
clu
d
ed
3
3
6
I
n
d
o
n
esian
v
o
ca
tio
n
al
s
tu
d
en
ts
f
r
o
m
1
2
s
tates
an
d
p
r
iv
ate
p
o
ly
tech
n
ics,
co
m
p
r
is
in
g
1
2
6
m
ales
a
n
d
2
1
0
f
em
ales.
On
ly
o
d
d
-
s
em
ester
s
tu
d
en
ts
f
r
o
m
th
e
1
s
t
(
n
=
5
2
)
,
3
r
d
(
n
=1
7
0
)
,
5
th
(
n
=9
5
)
,
an
d
7
th
(
n
=1
9
)
s
em
ester
s
wer
e
in
clu
d
ed
.
T
h
e
o
n
li
n
e
q
u
esti
o
n
n
air
e
was
d
is
tr
ib
u
ted
n
atio
n
wid
e
to
p
o
ly
tech
n
ic
lectu
r
er
s
,
an
d
r
esp
o
n
s
es
wer
e
r
ec
eiv
ed
f
r
o
m
v
o
ca
tio
n
al
s
tu
d
en
ts
r
esid
in
g
in
Kalim
an
tan
,
J
av
a,
Su
m
atr
a,
an
d
Su
lawe
s
i.
Of
th
e
3
6
2
c
o
m
p
leted
q
u
esti
o
n
n
a
ir
es,
2
6
wer
e
e
x
clu
d
ed
as
th
e
y
wer
e
f
illed
o
u
t
b
y
s
tu
d
en
ts
n
o
t
en
r
o
lled
in
p
o
ly
tech
n
ics
o
r
lack
in
g
p
r
io
r
e
x
p
o
s
u
r
e
to
p
r
o
ject
-
b
ased
lear
n
in
g
in
E
n
g
lis
h
f
o
r
s
p
ec
if
ic
p
u
r
p
o
s
e
(
E
SP
)
co
u
r
s
es.
T
h
e
s
am
p
le
o
f
th
is
s
tu
d
y
is
co
n
s
id
er
ed
a
d
eq
u
ate
s
in
ce
an
ap
p
r
o
p
r
iate
s
am
p
l
e
s
ize
in
p
ath
an
aly
s
is
s
h
o
u
ld
b
e
at
least
ten
tim
es
th
e
n
u
m
b
er
o
f
p
ar
am
eter
s
[
3
5
]
.
T
h
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
an
o
n
y
m
o
u
s
ly
.
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
I
n
d
o
n
esia
n
vo
ca
ti
o
n
a
l c
o
lleg
e
s
tu
d
en
ts
’
a
ttit
u
d
es to
w
a
r
d
s
p
r
o
ject
-
b
a
s
ed
lea
r
n
in
g
…
(
I
r
a
M
u
tia
r
a
n
in
g
r
u
m
)
3179
I
n
th
e
o
n
lin
e
q
u
esti
o
n
n
air
e,
s
t
u
d
en
ts
wer
e
in
s
tr
u
cted
to
wr
ite
d
o
wn
th
e
PjB
L
th
ey
h
ad
ex
p
er
ien
ce
d
in
an
E
n
g
lis
h
lan
g
u
a
g
e
co
u
r
s
e.
T
h
ey
m
ay
wr
ite
ab
o
u
t
m
o
r
e
th
a
n
o
n
e
PjB
L
im
p
lem
en
tatio
n
,
in
clu
d
in
g
th
o
s
e
th
at
th
ey
h
ad
r
ec
eiv
ed
in
th
eir
p
r
ev
io
u
s
s
em
ester
s
.
T
ab
le
1
p
r
esen
ts
th
e
p
r
o
jects
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
en
ts
u
n
d
er
to
o
k
as
p
ar
t
o
f
th
eir
E
n
g
lis
h
co
u
r
s
es.
Giv
en
t
h
at
th
e
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
c
am
e
f
r
o
m
d
if
f
er
e
n
t
p
r
o
g
r
a
m
s
,
th
e
p
r
o
jects th
ey
w
o
r
k
ed
o
n
wer
e
also
d
iv
er
s
e.
T
ab
le
1
.
Pro
ject
-
b
ased
lear
n
in
g
in
E
n
g
lis
h
lan
g
u
a
g
e
co
u
r
s
e
P
r
o
j
e
c
t
-
b
a
se
d
l
e
a
r
n
i
n
g
l
a
n
g
u
a
g
e
c
o
u
r
s
e
1
M
a
k
i
n
g
v
i
d
e
o
p
r
e
se
n
t
a
t
i
o
n
10
M
a
k
i
n
g
a
v
i
d
e
o
o
f
a
j
o
b
i
n
t
e
r
v
i
e
w
19
M
a
k
i
n
g
p
r
o
p
o
s
a
l
2
M
a
k
i
n
g
a
v
i
d
e
o
o
f
t
h
e
n
e
w
s re
p
o
r
t
11
M
a
k
i
n
g
s
h
o
r
t
f
i
l
m
21
M
a
k
i
n
g
i
n
f
o
g
r
a
p
h
i
c
s
3
M
a
k
i
n
g
se
l
f
-
i
n
t
r
o
d
u
c
t
i
o
n
v
i
d
e
o
12
To
u
r
i
sm
d
e
st
i
n
a
t
i
o
n
v
i
s
i
t
21
M
a
k
i
n
g
p
o
s
t
e
r
s
4
M
a
k
i
n
g
i
n
t
e
r
v
i
e
w
v
i
d
e
o
13
M
a
k
i
n
g
t
o
u
r
p
a
c
k
a
g
e
22
M
a
k
i
n
g
b
r
o
c
h
u
r
e
5
M
a
k
i
n
g
v
i
d
e
o
t
e
l
l
i
n
g
o
p
i
n
i
o
n
14
H
o
l
d
i
n
g
E
n
g
l
i
s
h
e
x
p
o
23
F
i
e
l
d
o
b
ser
v
a
t
i
o
n
6
M
a
k
i
n
g
a
f
o
o
d
r
e
v
i
e
w
v
i
d
e
o
15
M
a
k
i
n
g
i
t
i
n
e
r
a
r
y
24
M
a
k
i
n
g
a
c
t
i
v
i
t
y
r
e
p
o
r
t
7
M
a
k
i
n
g
e
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
v
i
d
e
o
16
M
a
k
i
n
g
b
u
s
i
n
e
ss
p
l
a
n
25
D
r
a
ma
8
M
a
k
i
n
g
f
i
n
a
n
c
i
a
l
r
e
p
o
r
t
17
A
r
t
i
c
l
e
r
e
v
i
e
w
26
P
r
o
d
u
c
t
p
r
e
se
n
t
a
t
i
o
n
9
M
a
k
i
n
g
p
r
o
m
o
t
i
o
n
v
i
d
e
o
18
To
u
r
i
sm
d
e
si
g
n
27
M
a
k
i
n
g
t
e
n
d
e
r
d
o
c
u
m
e
n
t
2
.
2
.
I
ns
t
rum
ent
T
h
e
q
u
esti
o
n
n
ai
r
e
in
th
is
s
tu
d
y
was
d
iv
id
ed
in
to
t
h
r
ee
p
a
r
ts
:
i
)
v
o
ca
tio
n
al
c
o
lleg
e
s
tu
d
en
ts
’
attitu
d
es
to
war
d
PjB
L
,
co
m
p
r
is
in
g
co
g
n
itiv
e,
af
f
ec
tiv
e,
an
d
b
eh
a
v
io
r
al
attitu
d
es;
ii
)
b
en
ef
its
f
o
r
E
n
g
lis
h
s
k
ills
;
an
d
iii
)
ca
r
ee
r
asp
ir
atio
n
s
.
T
h
e
f
ir
s
t
p
ar
t
o
f
t
h
e
q
u
esti
o
n
n
air
e
was
a
d
ap
ted
f
r
o
m
T
r
an
an
d
T
r
an
[
3
5
]
.
T
h
e
s
ec
o
n
d
an
d
th
ir
d
p
ar
ts
o
f
th
e
q
u
esti
o
n
n
air
e
wer
e
ad
d
ed
co
n
s
id
er
in
g
th
e
R
eg
u
latio
n
o
f
th
e
Dir
ec
to
r
Ge
n
er
al
o
f
V
o
ca
tio
n
al
E
d
u
ca
tio
n
Nu
m
b
e
r
2
7
o
f
2
0
2
2
co
n
ce
r
n
in
g
g
u
id
elin
es
f
o
r
i
m
p
lem
en
tin
g
PjB
L
in
Hig
h
er
E
d
u
ca
tio
n
Pro
v
i
d
er
s
o
f
Vo
ca
tio
n
al
E
d
u
ca
tio
n
o
f
t
h
e
R
ep
u
b
lic
o
f
I
n
d
o
n
esia.
L
e
ar
n
in
g
ac
ti
v
ities
in
v
o
ca
tio
n
a
l
co
lleg
es
ar
e
n
o
w
d
ir
ec
ted
to
s
tu
d
en
ts
’
ca
r
ee
r
as
p
ir
atio
n
s
an
d
E
n
g
lis
h
lan
g
u
a
g
e
p
r
o
f
icien
c
y
.
T
h
e
s
u
r
v
ey
wa
s
d
esig
n
ed
u
s
in
g
a
L
ik
er
t
s
ca
le
co
m
p
r
is
in
g
f
iv
e
r
esp
o
n
s
e
o
p
tio
n
s
r
an
g
in
g
f
r
o
m
f
in
ally
"stro
n
g
ly
ag
r
ee
"
(
5
)
,
th
r
o
u
g
h
"a
g
r
ee
"
(
4
)
,
"n
eu
tr
al"
(
3
)
,
"d
is
ag
r
ee
"
(
2
)
,
a
n
d
f
in
ally
"stro
n
g
ly
d
is
ag
r
ee
"
(
1
)
.
T
h
is
s
tu
d
y
c
o
n
s
is
ted
o
f
5
c
o
n
s
tr
u
cts
an
d
1
8
item
s
.
A
v
al
id
ity
test
was
co
n
d
u
cted
b
ef
o
r
e
th
e
q
u
esti
o
n
n
air
e
was
ad
m
in
is
ter
ed
to
th
e
3
0
v
o
ca
tio
n
al
co
ll
eg
e
s
tu
d
en
ts
.
Usi
n
g
Pear
s
o
n
’
s
co
r
r
elatio
n
,
th
e
v
alid
ity
test
s
h
o
wed
th
at
all
item
s
wer
e
v
alid
s
in
ce
it
was
m
o
r
e
th
an
th
e
r
tab
le
(
0
.
3
7
4
)
.
A
r
eliab
ilit
y
test
was
p
er
f
o
r
m
ed
u
s
in
g
C
r
o
n
b
ac
h
’
s
a
lp
h
a
test
.
A
C
r
o
n
b
ac
h
’
s
alp
h
a
v
alu
e
o
f
0
.
9
5
2
was
o
b
tain
ed
,
wh
ich
was
g
r
ea
ter
th
an
0
.
6
.
T
h
u
s
,
th
ese
item
s
wer
e
d
ee
m
ed
r
eliab
le.
2
.
3
.
Da
t
a
a
na
ly
s
is
Data
an
aly
s
is
was
p
er
f
o
r
m
ed
u
s
in
g
SP
SS
2
6
s
o
f
twar
e.
Stu
d
en
ts
’
attitu
d
es
wer
e
d
eter
m
in
e
d
f
r
o
m
t
h
e
m
ea
n
s
co
r
e
an
d
s
tan
d
ar
d
d
ev
iatio
n
o
f
ea
ch
item
,
as
well
a
s
p
er
in
d
icato
r
.
A
n
o
r
m
ality
t
est
was
p
er
f
o
r
m
e
d
p
r
io
r
to
an
aly
s
is
.
T
h
e
r
esu
lts
o
f
th
e
n
o
r
m
ality
test
u
s
in
g
t
h
e
Ko
lm
o
g
o
r
o
v
-
Sm
ir
n
o
v
test
s
h
o
wed
th
at
th
e
d
ata
o
b
tain
ed
was
n
o
t
n
o
r
m
ally
d
i
s
tr
ib
u
ted
with
a
s
ig
n
if
ica
n
ce
v
alu
e
o
f
less
th
an
0
.
0
5
(
p
=0
.
0
0
0
<0
.
0
5
)
.
B
ased
o
n
th
ese
r
esu
lts
,
co
m
p
ar
is
o
n
s
b
etwe
en
ca
teg
o
r
ies
wer
e
p
er
f
o
r
m
ed
u
s
in
g
a
n
o
n
p
ar
am
et
r
ic
test
,
n
am
ely
,
th
e
Kr
u
s
k
al
-
W
allis
te
s
t.
Path
an
aly
s
is
was
co
n
d
u
cted
to
ex
a
m
in
e
th
e
ef
f
ec
t
o
f
t
h
e
in
te
r
-
v
ar
iab
les
co
g
n
itiv
e,
af
f
ec
tiv
e,
a
n
d
b
eh
a
v
io
r
al
atti
tu
d
es
o
n
ca
r
ee
r
asp
ir
atio
n
s
m
ed
iated
b
y
t
h
e
b
e
n
ef
its
o
f
E
n
g
lis
h
s
k
ills
.
Path
an
aly
s
is
was p
o
s
s
ib
le
b
ec
au
s
e
all
class
ical
a
s
s
u
m
p
tio
n
s
wer
e
f
u
lf
illed
.
A
So
b
el
test
was c
o
n
d
u
cted
to
e
x
am
in
e
th
e
m
ed
ia
tin
g
ef
f
ec
t
o
f
b
en
ef
its
o
n
E
n
g
lis
h
s
k
ill
s
.
T
h
e
r
es
u
lts
o
f
th
e
clas
s
ic
a
s
s
u
m
p
tio
n
test
,
n
am
ely
th
e
r
esid
u
al
n
o
r
m
ality
test
u
s
in
g
th
e
n
o
r
m
al
P
-
P
p
lo
t
g
r
ap
h
,
s
h
o
w
th
at
t
h
e
p
o
in
ts
r
e
f
lectin
g
th
e
s
tan
d
ar
d
ized
r
esid
u
al
co
in
cid
e
with
th
e
d
ia
g
o
n
al
lin
e;
th
u
s
,
it
i
s
s
tated
th
at
th
e
m
o
d
el
r
esid
u
als
ar
e
n
o
r
m
ally
d
is
tr
ib
u
ted
.
T
h
e
h
eter
o
s
ce
d
asti
city
test
u
s
in
g
th
e
s
tan
d
ar
d
ized
p
r
ed
i
cted
v
alu
e
(
Z
PR
E
D)
an
d
s
t
u
d
en
tized
r
esid
u
al
(
SR
E
SID
)
s
ca
tter
p
lo
ts
s
h
o
wed
th
at
th
e
d
ata
p
o
in
ts
wer
e
s
p
r
ea
d
r
a
n
d
o
m
ly
a
n
d
d
id
n
o
t
f
o
r
m
a
ce
r
tai
n
p
atter
n
.
T
h
er
ef
o
r
e,
it
was
s
tated
th
at
th
er
e
was
n
o
h
eter
o
s
ce
d
asti
city
p
r
o
b
lem
i
n
th
e
m
o
d
el.
T
h
ese
r
esu
lts
d
em
o
n
s
tr
ate
th
at
th
e
class
ical
ass
u
m
p
tio
n
s
ar
e
f
u
lf
illed
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
3
.
1
.
1
.
At
t
it
ud
e
o
f
I
nd
o
nes
ia
n v
o
ca
t
i
o
na
l c
o
lleg
e
s
t
ud
ent
s
t
o
wa
rds
P
j
B
L
in
E
ng
lis
h
la
n
g
ua
g
e
co
urs
es
Fiv
e
v
ar
iab
les we
r
e
ex
am
in
ed
in
th
is
s
tu
d
y
.
T
h
e
in
d
ep
en
d
en
t
v
ar
iab
les we
r
e
co
g
n
itiv
e,
af
f
e
ctiv
e,
an
d
b
eh
av
io
r
al
attitu
d
es,
wh
ile
t
h
e
m
ed
iatin
g
v
a
r
iab
le
was
th
e
b
en
e
f
its
f
o
r
E
n
g
lis
h
s
k
ills
.
T
h
e
d
ep
en
d
e
n
t
v
ar
iab
le
was
ca
r
ee
r
asp
ir
atio
n
s
.
T
h
e
co
g
n
itiv
e
attitu
d
e
r
esp
o
n
s
e
s
av
er
ag
ed
3
.
9
9
(
SD=0
.
7
2
)
,
in
d
icatin
g
a
g
o
o
d
ca
teg
o
r
y
.
T
h
e
h
ig
h
est av
er
ag
e
(
4
.
1
5
)
was in
"Pr
o
ject
-
b
ased
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h
o
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es m
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co
m
m
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tio
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k
ills
,
"
an
d
th
e
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2
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I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
13
,
No
.
5
,
Octo
b
er
2
0
2
4
:
3
1
7
7
-
3184
3180
lo
west
(
3
.
7
8
)
was
in
"M
y
in
d
ep
en
d
en
t
lear
n
i
n
g
ab
ilit
y
is
h
o
n
ed
in
co
m
p
letin
g
p
r
o
jects."
Af
f
ec
tiv
e
attitu
d
e
r
esp
o
n
s
es
av
er
ag
e
d
3
.
6
4
(
SD=0
.
8
6
)
,
in
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icatin
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a
g
o
o
d
ca
te
g
o
r
y
.
T
h
e
h
ig
h
est
a
v
er
ag
e
(
3
.
9
1
)
was
in
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e
n
jo
y
p
ar
ticip
atin
g
in
p
r
o
ject
-
b
ased
lear
n
in
g
,
"
a
n
d
t
h
e
lo
west
(
3
.
4
6
)
was
in
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o
ject
-
b
ased
lea
r
n
in
g
ac
tiv
ities
ar
e
less
s
tr
ess
f
u
l
th
an
o
th
er
lear
n
in
g
m
eth
o
d
s
.
"
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eh
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io
r
al
attitu
d
e
r
esp
o
n
s
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er
ag
e
d
3
.
8
5
(
SD=0
.
7
1
)
,
in
d
icatin
g
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g
o
o
d
ca
teg
o
r
y
.
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ig
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est
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er
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e
(
3
.
9
7
)
was
in
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p
ay
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o
r
e
atten
tio
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to
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teac
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s
ex
p
lan
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th
at
th
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p
r
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cts
I
wo
r
k
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n
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im
p
r
o
v
e
d
,
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d
t
h
e
lo
west
(
3
.
7
3
)
was
in
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o
r
g
a
n
ize
m
y
lear
n
in
g
in
d
ep
en
d
en
tly
to
s
u
c
ce
ed
in
th
e
p
r
o
ject
I
am
wo
r
k
in
g
o
n
.
"
B
en
ef
its
o
f
E
n
g
lis
h
r
esp
o
n
s
es
av
er
ag
e
d
3
.
7
8
(
SD=0
.
7
1
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ig
h
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en
e
f
its
.
T
h
e
h
i
g
h
est
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er
ag
e
(
3
.
8
6
)
was
in
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p
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ac
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ce
s
p
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k
in
g
wh
en
wo
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k
in
g
o
n
th
e
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r
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an
d
th
e
lo
west
(
3
.
7
1
)
was
in
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p
r
ac
tice
wr
itin
g
wh
en
wo
r
k
i
n
g
o
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th
e
p
r
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ject.
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C
ar
ee
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ir
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s
r
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es
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ag
ed
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icatin
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ig
h
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e
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ef
its
.
T
h
e
h
i
g
h
est
av
er
ag
e
(
4
.
2
1
)
was in
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o
ject
-
b
ased
lear
n
in
g
is
an
ex
er
cise f
o
r
m
e
to
b
e
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ea
d
y
f
o
r
t
h
e
wo
r
k
p
lace
,
"
an
d
th
e
lo
west (
4
.
1
1
)
was
in
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th
in
k
p
r
o
ject
-
b
ased
lear
n
in
g
will
b
e
u
s
ef
u
l
f
o
r
m
y
ca
r
ee
r
asp
ir
atio
n
.
"
Descr
ip
tio
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r
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ts
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wer
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ee
n
in
T
a
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2
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ab
le
2
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wer
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T
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h sk
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3181
im
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th
at
h
ig
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o
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o
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r
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a
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s
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test
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th
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d
ir
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lcu
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u
s
in
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e
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el
test
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er
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e
test
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g
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itiv
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n
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h
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d
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d
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f
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ts
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e
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ed
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e
b
e
n
ef
its
o
f
E
n
g
lis
h
.
T
h
e
f
in
d
in
g
s
s
u
g
g
es
t
th
at
s
tu
d
en
ts
with
s
tr
o
n
g
er
c
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g
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itiv
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f
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d
b
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al
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d
es
to
war
d
E
n
g
li
s
h
la
n
g
u
a
g
e
s
k
ills
will
r
ea
p
g
r
ea
te
r
b
en
ef
its
,
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will in
d
ir
ec
tly
h
av
e
a
s
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t e
f
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f
u
tu
r
e
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r
ee
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asp
ir
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s
.
T
ab
le
3
.
Path
t
est
r
esu
lts
I
n
d
e
p
e
n
d
e
n
t
v
a
r
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a
b
l
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P
a
t
h
c
o
e
f
.
SE
t
c
o
u
n
t
p
D
e
scri
p
t
i
o
n
D
e
p
e
n
d
e
n
t
v
a
r
i
a
b
l
e
:
B
e
n
e
f
i
t
s
f
o
r
En
g
l
i
sh
sk
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l
l
s
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2
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D
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f
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B
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s f
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c
a
n
t
M
e
d
i
a
t
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v
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a
b
l
e
:
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e
n
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f
i
t
s
f
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r
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n
g
l
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sh
s
k
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l
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p
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v
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a
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S
i
g
n
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f
i
c
a
n
t
3
.
2
.
Dis
cus
s
io
n
T
h
is
s
tu
d
y
was
co
n
d
u
cted
at
t
h
e
b
eg
i
n
n
in
g
o
f
th
e
m
an
d
at
o
r
y
im
p
lem
en
tatio
n
o
f
PjB
L
in
v
o
ca
tio
n
al
co
lleg
es
in
I
n
d
o
n
esia.
T
h
is
s
tu
d
y
f
o
u
n
d
th
at
I
n
d
o
n
esian
v
o
ca
tio
n
al
co
lleg
e
s
tu
d
en
ts
h
ad
a
p
o
s
itiv
e
attitu
d
e
to
war
d
th
e
im
p
lem
e
n
tatio
n
o
f
PjB
L
in
th
eir
E
n
g
lis
h
co
u
r
s
e
s
.
Sin
ce
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
m
o
s
tly
ex
am
in
ed
u
n
iv
er
s
ity
s
tu
d
en
ts
,
th
is
s
tu
d
y
in
d
icate
s
th
at
v
o
ca
tio
n
al
s
tu
d
en
ts
also
h
av
e
a
p
o
s
itiv
e
im
p
r
ess
io
n
o
f
PjB
L
in
th
eir
E
n
g
lis
h
class
r
o
o
m
s
.
T
h
u
s
,
s
in
ce
v
o
ca
tio
n
al
s
tu
d
en
ts
s
p
en
d
m
o
r
e
tim
e
o
n
p
r
ac
tical
k
n
o
wled
g
e,
PjB
L
is
id
ea
l
f
o
r
im
p
lem
en
tatio
n
i
n
E
n
g
lis
h
class
r
o
o
m
s
.
T
h
is
s
tu
d
y
ec
h
o
es
p
r
e
v
io
u
s
s
tu
d
ies
th
at
PB
L
ca
n
h
av
e
a
p
o
s
itiv
e
ef
f
ec
t
o
n
s
tu
d
en
ts
'
at
titu
d
es
to
war
d
co
n
ten
t
s
u
b
jects
[
2
7
]
,
[
3
6
]
,
[
3
7
]
as
co
n
tr
ad
icted
with
[
3
8
]
wh
o
s
tate
n
o
d
if
f
e
r
en
ce
in
s
tu
d
e
n
ts
’
attitu
d
es
to
war
d
th
e
im
p
lem
en
tatio
n
o
f
PjB
L
.
PjB
L
p
r
o
v
i
d
es
au
th
en
tic
u
s
e
o
f
lan
g
u
ag
e
[
3
4
]
,
[
3
9
]
–
[
4
1
]
.
Sin
ce
vo
ca
tio
n
al
co
lleg
e
is
s
k
ill
an
d
tr
ain
in
g
-
f
o
cu
s
ed
,
an
d
less
th
eo
r
etica
l
th
an
a
u
n
iv
er
s
ity
s
ettin
g
,
it
p
lace
s
h
ig
h
er
v
alu
e
o
n
p
r
ac
tical
k
n
o
wled
g
e
th
an
o
n
th
eo
r
etica
l
k
n
o
wled
g
e
[
4
2
]
.
W
ith
in
th
e
co
n
tex
t
o
f
VE
T
,
lear
n
in
g
co
n
ten
t
is
co
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m
o
n
ly
p
e
r
ce
iv
e
d
as
co
n
cr
ete
an
d
p
a
r
ticu
lar
iz
ed
,
an
d
v
o
ca
tio
n
al
lear
n
in
g
in
c
o
r
p
o
r
ates
p
h
y
s
ica
l
lab
o
r
an
d
in
ter
ac
tio
n
s
b
et
wee
n
p
ar
ticip
an
ts
an
d
a
r
tifa
cts
[
4
3
]
.
T
h
is
s
u
its
UNE
SC
O’
s
d
escr
ip
tio
n
th
at
th
e
cu
r
r
en
t
T
VE
T
p
r
ac
tice
in
I
n
d
o
n
esia
s
h
if
ts
th
e
v
o
ca
tio
n
al
ed
u
ca
tio
n
p
ar
a
d
ig
m
to
m
o
r
e
p
r
ac
tical
s
k
ills
th
an
th
eo
r
etica
l k
n
o
wled
g
e.
T
h
is
r
esear
ch
d
em
o
n
s
tr
ated
t
h
at
co
g
n
itiv
e,
af
f
ec
tiv
e,
a
n
d
b
eh
av
io
r
al
atti
tu
d
es
in
d
ir
ec
tl
y
in
f
lu
en
ce
s
tu
d
en
ts
’
ca
r
ee
r
asp
ir
atio
n
s
th
r
o
u
g
h
th
eir
p
er
ce
p
tio
n
s
o
f
th
e
b
en
ef
its
o
f
PjB
L
o
n
th
eir
E
n
g
l
is
h
lan
g
u
ag
e
s
k
ills
.
T
h
is
s
tu
d
y
s
h
o
wed
th
at
th
e
way
s
tu
d
en
ts
th
in
k
,
f
ee
l,
a
n
d
b
eh
a
v
e
in
d
ir
ec
tly
a
f
f
ec
ts
th
e
ir
ca
r
ee
r
g
o
als.
T
h
is
in
f
lu
en
c
e
o
cc
u
r
s
th
r
o
u
g
h
h
o
w
th
ey
p
er
ce
iv
e
th
e
b
en
e
f
its
o
f
PjB
L
o
n
th
eir
E
n
g
lis
h
lan
g
u
a
g
e
s
k
ills
.
Kn
o
win
g
th
at
E
n
g
lis
h
will
b
e
u
s
ef
u
l
f
o
r
th
eir
ca
r
ee
r
asp
ir
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RE
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[
1
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N
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N
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2
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D
.
H
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2
.
[
5
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[
6
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G
.
N
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A
.
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k
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k
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p
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