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[
1
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[
2
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A
tex
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ased
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[
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v
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[
4
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Vo
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11
,
No
.
1
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Ma
r
ch
20
22
:
43
1
-
440
432
d
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1
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wh
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ased
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3
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an
d
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n
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[
5
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Me
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d
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ce
p
tio
n
an
d
ex
p
ec
t
atio
n
an
d
b
alan
ce
th
o
s
e
ass
u
m
p
tio
n
s
in
to
th
e
r
elev
an
t
s
tr
u
c
tu
r
e
an
d
co
n
ten
t
o
f
th
e
d
is
co
u
r
s
e
s
o
th
at
th
e
wr
itin
g
ac
tiv
ity
ca
n
f
u
n
ctio
n
co
m
m
u
n
icativ
ely
[
1
]
,
[
2
]
.
I
n
th
e
f
ield
o
f
s
ec
o
n
d
o
r
f
o
r
e
ig
n
lan
g
u
ag
e
wr
itin
g
,
th
e
i
n
teg
r
atio
n
o
f
lan
g
u
ag
e
co
m
p
r
eh
e
n
s
io
n
an
d
p
r
o
d
u
ctio
n
,
p
ar
ticu
lar
ly
r
ea
d
in
g
-
wr
itin
g
,
is
r
ec
eiv
i
n
g
g
r
o
win
g
atten
tio
n
[
6
]
b
ec
a
u
s
e
n
u
m
er
o
u
s
r
ea
l
-
life
wr
itin
g
s
ar
e
co
m
p
o
s
ed
in
r
esp
o
n
s
e
to
a
tex
t (
o
r
tex
ts
)
d
em
an
d
in
g
h
ig
h
-
d
eg
r
ee
o
f
r
ea
d
in
g
s
k
ills
to
in
teg
r
ate
th
e
in
p
u
t
m
ater
ials
in
to
th
e
w
r
itten
r
esp
o
n
s
e
[
7
]
,
[
8
]
.
S
o
m
e
s
tu
d
ies
h
av
e
c
o
m
p
ar
e
d
th
e
co
m
p
o
s
itio
n
p
r
o
ce
s
s
an
d
th
e
wr
itin
g
q
u
ality
b
etwe
en
wr
itin
g
o
n
ly
task
s
(
in
d
ep
en
d
e
n
t
wr
itin
g
)
an
d
r
ea
d
in
g
-
to
-
wr
ite
task
s
(
in
teg
r
ated
wr
itin
g
)
[
7
]
,
[
9
]
,
[
1
0
]
an
d
ex
p
lo
r
ed
a
n
d
d
ev
elo
p
ed
t
h
e
ass
ess
m
en
t
ac
co
r
d
in
g
ly
[
1
1
]
–
[
1
3
]
.
Acc
o
r
d
i
n
g
t
o
th
is
in
teg
r
ated
a
p
p
r
o
ac
h
,
wr
itin
g
a
b
ilit
y
is
d
ef
in
e
d
as
t
h
e
a
b
ilit
y
t
o
g
ath
e
r
in
f
o
r
m
atio
n
,
d
ev
elo
p
th
o
u
g
h
ts
,
an
d
th
en
wr
ite
to
p
r
o
d
u
ce
an
o
r
g
a
n
ized
r
esp
o
n
s
e
th
at
in
co
r
p
o
r
ates selec
ted
in
f
o
r
m
atio
n
f
r
o
m
th
e
av
ai
lab
le
s
o
u
r
ce
s
.
On
e
o
f
th
e
way
s
to
im
p
r
o
v
e
E
FL
s
tu
d
en
ts
’
ab
ilit
y
in
wr
itin
g
is
ass
ig
n
in
g
th
em
to
d
o
t
h
e
wr
i
tin
g
task
s
co
llab
o
r
ativ
ely
in
th
e
f
o
r
m
o
f
p
air
in
g
s
b
ased
o
n
th
ei
r
p
r
o
f
icien
cy
in
th
e
p
r
o
ce
s
s
o
f
wr
itin
g
.
C
o
llab
o
r
ativ
e
wr
itin
g
is
d
ef
in
ed
as
a
jo
in
t
p
r
o
d
u
ctio
n
o
r
c
o
-
au
th
o
r
in
g
o
f
a
te
x
t
b
y
two
o
r
m
o
r
e
wr
iter
s
[
1
4
]
,
[
1
5
]
.
C
o
llab
o
r
ativ
e
wr
itin
g
em
p
h
a
s
izes
th
e
jo
in
t
o
wn
er
s
h
ip
b
e
ca
u
s
e
th
e
wr
iter
s
en
g
a
g
e
in
th
e
w
h
o
le
w
r
itin
g
p
r
o
ce
s
s
o
r
in
p
ar
tial
wr
itin
g
a
ctiv
ities
s
u
ch
as
g
r
o
u
p
p
lan
n
i
n
g
o
r
p
ee
r
e
d
itin
g
[
1
4
]
.
C
o
m
p
ar
ed
to
i
n
d
iv
id
u
al
wr
itin
g
,
co
llab
o
r
ativ
e
wr
itin
g
is
m
o
r
e
ef
f
ec
tiv
e
in
p
r
o
m
o
ti
n
g
wr
itin
g
ab
ilit
y
[
1
6
]
,
[
1
7
]
.
Mu
ch
r
esear
ch
h
as
s
h
o
wn
th
at
co
llab
o
r
ativ
e
wr
itin
g
s
tim
u
lates
m
o
r
e
b
etter
id
ea
s
th
an
in
d
iv
id
u
al
wr
itin
g
[
1
4
]
,
[
1
8
]
.
Ad
d
itio
n
ally
,
p
r
ev
io
u
s
r
esear
ch
also
r
e
p
o
r
t
ed
a
n
u
m
b
er
o
f
f
ac
to
r
s
co
n
t
r
ib
u
tin
g
to
t
h
e
q
u
ality
o
f
co
l
lab
o
r
atio
n
an
d
th
e
o
u
tco
m
e
o
f
co
llab
o
r
ati
v
e
wr
itin
g
wh
ic
h
in
clu
d
e
lan
g
u
a
g
e
p
r
o
f
icien
cy
[
1
9
]
,
[
2
0
]
,
p
atter
n
s
o
f
in
ter
ac
tio
n
s
[
2
0
]
,
n
u
m
b
er
o
f
p
ar
ticip
an
ts
[
2
1
]
,
[
2
2
]
t
h
e
task
v
ar
iatio
n
[
2
3
]
–
[
2
5
]
an
d
m
em
b
e
r
p
er
s
o
n
a
lity
,
co
llab
o
r
atio
n
ex
p
er
ien
ce
as we
ll a
s
cu
ltu
r
al
v
alu
es
[
2
6
]
.
I
n
p
air
c
o
llab
o
r
ativ
e
wr
itin
g
i
n
p
a
r
ticu
lar
,
t
h
e
q
u
ality
d
ep
e
n
d
s
m
u
c
h
o
n
th
e
e
q
u
ality
an
d
m
u
tu
ality
[
1
4
]
,
[
2
7
]
o
f
th
e
in
ter
ac
tio
n
p
r
o
ce
s
s
es
b
etwe
en
p
ee
r
s
w
h
ich
is
k
n
o
wn
as
v
er
b
a
lizat
io
n
p
r
o
ce
s
s
[
2
8
]
.
Ver
b
aliza
tio
n
p
r
o
ce
s
s
is
also
k
n
o
wn
as
‘
lan
g
u
ag
in
g
’
o
r
‘
co
l
lab
o
r
ativ
e
d
ialo
g
u
e’
[
2
9
]
.
I
t
r
e
f
er
s
to
th
e
d
ialo
g
u
e
in
wh
ich
s
p
ea
k
er
s
ar
e
en
g
ag
ed
in
p
r
o
b
le
m
-
s
o
lv
in
g
an
d
k
n
o
wled
g
e
b
u
il
d
in
g
[
3
0
]
.
I
n
th
e
ca
s
e
o
f
s
ec
o
n
d
lan
g
u
ag
e
(
L
2
)
lear
n
er
s
'
in
ter
ac
tio
n
s
,
v
er
b
aliza
tio
n
p
r
o
ce
s
s
is
th
e
d
ialo
g
u
e
in
wh
ich
lear
n
er
s
wo
r
k
to
g
eth
er
to
s
o
lv
e
lin
g
u
is
tic
p
r
o
b
lem
s
an
d
/o
r
co
-
c
o
n
s
tr
u
ct
lan
g
u
ag
e
o
r
k
n
o
wled
g
e
ab
o
u
t
lan
g
u
ag
e
[
3
1
]
.
Ver
b
aliza
tio
n
p
r
o
ce
s
s
m
ed
iat
es
L
2
lear
n
in
g
s
in
ce
p
ee
r
s
p
r
o
v
id
e
L
2
lear
n
er
s
with
o
p
p
o
r
tu
n
ities
to
en
g
a
g
e
in
co
llab
o
r
ativ
e
d
ialo
g
u
es
as
th
ey
s
ee
k
o
u
t
a
n
d
p
r
o
v
id
e
ass
is
tan
ce
with
lan
g
u
ag
e
-
r
elate
d
p
r
o
b
lem
s
[
3
1
]
.
I
n
o
th
e
r
wo
r
d
s
,
v
er
b
aliza
tio
n
p
r
o
ce
s
s
p
r
o
v
id
es
lear
n
er
s
with
m
o
r
e
o
p
p
o
r
t
u
n
i
ties
to
in
ter
ac
t
with
o
th
er
s
;
in
s
o
d
o
in
g
,
th
e
y
ar
e
ex
p
ec
ted
to
tak
e
th
e
ad
v
an
tag
e
o
f
h
av
in
g
n
o
t
o
n
ly
p
er
s
o
n
al
b
u
t
also
in
ter
p
er
s
o
n
al
in
ter
ac
tio
n
s
in
th
e
wr
itin
g
p
r
o
ce
s
s
as th
ey
ar
e
wo
r
k
in
g
c
o
llab
o
r
ativ
ely
.
R
esu
lts
o
f
r
esear
ch
h
av
e
r
ev
ea
led
th
at
th
at
w
o
r
k
in
g
in
p
air
s
f
o
r
co
llab
o
r
ativ
e
wr
itin
g
ac
tiv
it
i
es
co
u
ld
lead
th
e
s
tu
d
en
ts
to
p
r
o
d
u
ce
m
o
r
e
ac
cu
r
ate
wr
itin
g
tex
ts
co
m
p
ar
ed
t
o
wo
r
k
in
g
in
d
iv
id
u
ally
[
1
8
]
,
[
2
1
]
.
Pro
f
icien
cy
p
air
in
g
is
o
n
e
o
f
th
e
m
o
s
t
co
m
m
o
n
tech
n
iq
u
es
in
p
air
in
g
th
e
s
tu
d
en
ts
in
m
ix
ed
p
r
o
f
icien
cy
class
es.
I
n
th
is
tech
n
iq
u
e,
th
e
s
tu
d
en
ts
ar
e
p
air
ed
eith
er
h
eter
o
g
en
eo
u
s
ly
(
h
ig
h
-
l
o
w/H
-
L
)
o
r
h
o
m
o
g
e
n
o
u
s
ly
(
h
ig
h
-
h
ig
h
/H
-
H
an
d
l
ow
-
l
o
w
/L
-
L
)
.
H
-
L
p
air
s
co
n
s
is
t
o
f
h
ig
h
E
n
g
lis
h
-
p
r
o
f
icie
n
cy
s
tu
d
en
ts
(
H)
an
d
lo
w
E
n
g
lis
h
p
r
o
f
icien
cy
s
tu
d
en
ts
(
L
)
,
wh
ile
H
-
H
an
d
L
-
L
p
air
s
co
n
s
is
t
o
f
e
q
u
ally
h
ig
h
E
n
g
lis
h
-
p
r
o
f
icien
cy
s
tu
d
en
ts
(
H
-
H)
o
r
eq
u
ally
lo
w
E
n
g
l
is
h
-
p
r
o
f
icien
cy
s
tu
d
en
ts
(
L
-
L
)
.
Ou
r
ea
r
lier
s
tu
d
y
[
3
2
]
s
h
o
wed
th
at
th
e
s
tu
d
en
ts
wh
o
wo
r
k
ed
in
H
-
H
a
n
d
L
-
L
p
air
s
h
av
e
b
etter
wr
itin
g
ab
ilit
y
th
an
th
o
s
e
wh
o
wo
r
k
ed
in
H
-
L
p
air
s
.
I
n
th
e
p
r
esen
t
s
tu
d
y
,
we
in
te
n
d
t
o
ex
am
in
e
th
e
v
er
b
al
ep
is
o
d
es o
f
th
e
two
t
y
p
es
o
f
p
air
in
g
s
a
n
d
to
f
in
d
o
u
t
wh
ich
p
air
in
g
ty
p
e
r
esu
lts
in
m
o
r
e
v
e
r
b
al
ep
is
o
d
es th
an
t
h
e
o
th
e
r
.
I
n
th
e
v
er
b
aliza
tio
n
p
r
o
ce
s
s
th
er
e
ar
e
t
h
r
ee
m
aj
o
r
ty
p
es
o
f
ep
is
o
d
es,
n
am
ely
:
l
a
n
g
u
a
g
e
-
r
elate
d
e
p
is
o
d
es
(
L
R
E
s
)
,
tex
t
-
r
elate
d
ep
is
o
d
es
(
T
R
E
s
)
,
an
d
s
ca
f
f
o
ld
in
g
ep
is
o
d
es
(
SEs).
So
m
e
s
tu
d
ies
[
3
3
]
,
[
3
4
]
h
av
e
f
o
u
n
d
th
at
H
-
H
p
air
s
p
r
o
d
u
ce
d
th
e
h
ig
h
est
n
u
m
b
e
r
o
f
L
R
E
s
,
b
u
t
o
th
e
r
s
tu
d
ies
[
3
5
]
,
[
3
6
]
h
av
e
n
o
ted
t
h
at
h
ig
h
-
i
n
ter
m
ed
iat
e
(
H
-
I
)
an
d
L
-
L
p
air
s
g
en
er
ated
m
o
s
t
L
R
E
s
.
R
e
g
ar
d
in
g
th
e
ty
p
es
o
f
L
R
E
s
,
L
ee
s
er
[
3
3
]
r
ep
o
r
ted
th
at
H
-
H
an
d
H
-
L
p
air
s
p
r
o
d
u
ce
d
m
o
r
e
g
r
am
m
atica
l
L
R
E
s
wh
ile
L
-
L
p
air
s
p
r
o
d
u
ce
d
m
o
r
e
lex
is
L
R
E
s
,
wh
il
e
Niu
,
J
ian
g
,
an
d
Den
g
[
3
6
]
f
o
u
n
d
th
at
all
p
air
s
(
H
-
H,
H
-
L
,
an
d
L
-
L
)
g
en
e
r
ate
m
o
r
e
lex
is
L
R
E
s
th
a
n
g
r
am
m
atica
l
an
d
d
is
co
u
r
s
e
L
R
E
s
.
Sit
u
ated
in
th
e
v
a
r
io
u
s
r
esu
lts
o
f
p
r
e
v
io
u
s
s
tu
d
ie
s
,
th
e
p
r
esen
t
s
t
u
d
y
in
v
esti
g
ates
wh
at
ty
p
es
o
f
v
er
b
al
ep
is
o
d
es
ar
e
p
r
o
d
u
ce
d
b
y
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
an
d
wh
ich
o
f
th
e
two
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
E
F
L st
u
d
en
ts
’
ve
r
b
a
l e
p
is
o
d
es in
p
r
o
ficien
cy
p
a
i
r
in
g
s
(
A
n
i S
u
s
a
n
ti
)
433
f
r
eq
u
e
n
cy
p
air
i
n
g
s
(
H
-
L
v
er
s
u
s
H
-
H
an
d
L
-
L
)
p
r
o
d
u
ce
s
m
o
r
e
L
R
E
s
,
T
R
E
s
,
an
d
SEs.
W
e
wer
e
tr
ig
g
er
e
d
b
y
th
e
f
ac
t
th
at
o
f
th
e
s
o
m
an
y
r
e
s
ea
r
ch
s
tu
d
ies
o
n
co
llab
o
r
ativ
e
wr
itin
g
,
litt
le
is
k
n
o
wn
ab
o
u
t
th
e
ty
p
es
o
f
E
FL
s
tu
d
en
ts
’
v
er
b
al
e
p
is
o
d
es
in
p
r
o
f
icien
cy
p
air
in
g
s
wh
ile
r
esear
ch
h
as
r
e
v
ea
led
th
at
p
r
o
f
icien
cy
p
air
i
n
g
s
af
f
ec
t
s
tu
d
en
ts
’
wr
itin
g
ac
h
iev
em
en
t.
I
t
is
th
en
im
p
o
r
tan
t
t
o
s
tu
d
y
th
e
t
y
p
es
o
f
v
e
r
b
al
e
p
is
o
d
e
s
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
p
r
o
d
u
ce
wh
ile
wo
r
k
in
g
co
llab
o
r
ativ
ely
in
p
r
o
f
i
cien
cy
p
air
in
g
s
an
d
to
ex
a
m
in
e
d
if
f
er
en
ce
s
in
f
r
eq
u
e
n
cy
an
d
ca
teg
o
r
y
o
f
th
e
v
er
b
al
ep
is
o
d
es
in
th
e
p
r
o
f
icien
cy
p
air
in
g
s
.
Fo
r
th
is
p
u
r
p
o
s
e,
we
ar
e
g
u
id
e
d
b
y
th
e
r
esear
ch
q
u
esti
o
n
s
f
o
r
m
u
l
ated
as
:
i)
W
h
at
ty
p
es
o
f
v
er
b
al
ep
is
o
d
es
ar
e
p
r
o
d
u
ce
d
b
y
t
h
e
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
wh
o
co
llab
o
r
ated
in
p
r
o
f
icien
c
y
p
air
in
g
s
?
;
ii)
I
s
th
er
e
an
y
d
if
f
er
e
n
ce
in
th
e
f
r
eq
u
en
cy
o
f
ty
p
es
an
d
ca
teg
o
r
ies
o
f
v
e
r
b
al
ep
is
o
d
es
o
f
th
e
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
w
h
o
co
llab
o
r
ated
in
h
eter
o
g
en
eo
u
s
p
ai
r
s
an
d
th
o
s
e
in
h
o
m
o
g
en
o
u
s
p
air
s
?
2.
RE
S
E
ARCH
M
E
T
H
O
D
A
ca
s
e
s
tu
d
y
d
esig
n
was
ap
p
l
ied
in
th
is
s
tu
d
y
.
I
t
in
v
o
l
v
ed
4
0
E
FL
s
tu
d
e
n
ts
o
f
a
r
ep
u
tab
le
p
r
iv
ate
u
n
iv
er
s
ity
in
th
e
Pro
v
in
ce
o
f
Yo
g
y
ak
ar
ta,
I
n
d
o
n
esia,
wh
o
wer
e
co
n
v
en
ien
tly
s
elec
ted
.
C
ase
s
tu
d
y
r
esear
ch
can
b
e
u
s
ed
to
en
lig
h
ten
s
itu
atio
n
s
in
wh
ich
th
e
p
h
e
n
o
m
e
n
a
b
ein
g
o
b
s
er
v
ed
d
o
n
o
t
y
et
h
av
e
a
clea
r
s
et
o
f
o
u
tco
m
es.
T
h
e
ca
s
e
-
s
tu
d
y
d
es
ig
n
h
as
e
n
ab
led
u
s
to
d
ee
p
e
n
o
u
r
u
n
d
er
s
tan
d
in
g
s
ab
o
u
t
th
e
ty
p
es
o
f
ep
is
o
d
es
o
cc
u
r
r
in
g
in
th
e
v
er
b
aliza
tio
n
p
r
o
ce
s
s
in
co
llab
o
r
ativ
e
wr
itin
g
[
3
7
]
–
[
3
9
]
.
T
h
e
s
tu
d
en
ts
to
o
k
a
p
r
o
f
icien
cy
test
,
a
T
OE
FL
-
lik
e
test
,
an
d
th
e
r
esu
lts
wer
e
u
s
ed
to
g
r
o
u
p
t
h
em
ac
co
r
d
in
g
l
y
,
h
eter
o
g
en
e
o
u
s
p
air
s
(
H
-
L
)
o
r
h
o
m
o
g
e
n
o
u
s
p
a
ir
s
(
H
-
H
an
d
L
-
L
)
.
Mo
r
e
s
p
e
cif
ically
,
th
er
e
wer
e
2
0
s
tu
d
en
ts
in
H
-
L
p
air
s
an
d
2
0
s
tu
d
en
ts
in
H
-
H
an
d
L
-
L
p
air
s
.
W
h
en
th
e
s
tu
d
y
was
co
n
d
u
cted
,
t
h
e
s
tu
d
en
ts
atten
d
ed
a
r
ea
d
in
g
-
w
r
itin
g
co
u
r
s
e;
th
er
ef
o
r
e,
t
h
e
task
s
g
iv
en
to
th
e
s
tu
d
en
ts
co
m
b
in
ed
th
e
r
ea
d
in
g
an
d
wr
itin
g
ac
tiv
ities
.
T
h
e
r
ea
d
in
g
-
f
o
r
-
wr
itin
g
task
s
r
ef
er
to
in
teg
r
ated
task
s
th
at
th
e
s
tu
d
en
ts
s
h
o
u
ld
co
m
p
lete
co
llab
o
r
a
tiv
ely
i
n
p
air
s
.
I
n
th
e
co
lla
b
o
r
ativ
e
wr
itin
g
ta
s
k
s
,
th
e
s
tu
d
en
ts
wer
e
ask
ed
t
o
co
m
p
o
s
e
a
s
h
o
r
t
p
ap
er
with
th
e
s
u
b
ject
"By
wh
at
m
ea
n
s
ca
n
o
n
e
b
e
a
n
o
b
le
p
ar
en
t?"
Pre
wr
itin
g
a
ctiv
ities
r
eq
u
ir
ed
th
e
s
tu
d
e
n
ts
to
b
r
ain
s
to
r
m
o
n
b
ein
g
p
ar
e
n
t
s
.
R
ea
d
in
g
tex
ts
o
n
s
tr
ict
an
d
r
elax
ed
p
ar
en
ts
wer
e
g
iv
en
as
s
tim
u
lu
s
.
T
h
e
s
tu
d
en
ts
wer
e
th
en
ask
ed
to
wr
ite
an
ess
ay
o
n
t
h
e
to
p
ic
g
iv
en
.
Au
d
i
o
r
ec
o
r
d
er
s
in
th
e
s
tu
d
en
ts
'
m
o
b
ile
p
h
o
n
es
wer
e
u
s
ed
to
r
ec
o
r
d
t
h
e
v
er
b
aliza
tio
n
p
r
o
c
ess
d
u
r
in
g
th
eir
co
llab
o
r
ativ
e
wr
itin
g
.
T
h
e
au
d
io
-
r
ec
o
r
d
in
g
s
o
f
th
e
s
tu
d
e
n
ts
’
v
er
b
al
ep
is
o
d
es
in
th
e
c
o
llab
o
r
ativ
e
p
air
s
wer
e
th
en
t
r
an
s
cr
ib
ed
.
T
h
e
t
r
an
s
cr
ip
ts
wer
e
wr
itten
b
y
tr
ain
ed
r
esear
ch
ass
is
tan
ts
u
s
in
g
th
e
m
o
d
if
ied
tr
a
n
s
cr
ip
tio
n
co
n
v
e
n
tio
n
as
th
e
g
u
i
d
an
ce
.
T
h
e
t
r
an
s
cr
ip
tio
n
o
f
th
e
v
er
b
aliza
tio
n
p
r
o
ce
s
s
d
u
r
in
g
c
o
llab
o
r
ativ
e
wr
itin
g
was
ca
teg
o
r
ized
b
ased
o
n
th
e
ep
is
o
d
es
(
L
R
E
s
,
T
R
E
s
,
an
d
SEs)
as
in
f
o
r
m
ed
f
r
o
m
th
e
r
e
v
iewe
d
liter
atu
r
e.
T
h
e
an
aly
s
is
aim
ed
at
d
escr
ib
in
g
th
e
ty
p
es
o
f
v
er
b
al
ep
is
o
d
es
wh
ich
in
clu
d
e
L
R
E
s
,
T
R
E
s
,
an
d
SEs
in
th
e
co
llab
o
r
ativ
e
wr
itin
g
p
r
o
ce
s
s
an
d
to
s
ee
wh
eth
er
th
er
e
is
an
y
d
if
f
er
en
ce
i
n
th
e
f
r
eq
u
e
n
cy
an
d
th
e
ca
teg
o
r
y
o
f
th
e
v
er
b
al
ep
is
o
d
es in
th
e
two
ty
p
es o
f
p
r
o
f
icien
cy
p
air
in
g
s
.
T
o
co
n
f
ir
m
th
e
r
eliab
ilit
y
o
f
t
h
e
ep
is
o
d
e
an
aly
s
is
(
co
d
in
g
)
,
in
ter
-
co
d
er
an
d
in
tr
a
-
co
d
er
ch
ec
k
s
wer
e
em
p
lo
y
ed
.
T
h
e
in
ter
-
c
o
d
er
ch
ec
k
in
v
o
lv
e
d
two
tr
ain
e
d
c
o
d
e
r
s
wh
o
in
d
ep
en
d
en
tly
co
d
e
d
t
h
e
tr
an
s
cr
ip
ts
f
r
o
m
all
p
air
s
.
I
n
ter
-
c
o
d
er
r
eliab
ilit
y
b
etwe
en
c
o
d
er
o
n
e
an
d
co
d
er
two
was
s
tatis
tically
an
aly
ze
d
u
s
in
g
i
n
ter
class
co
r
r
elatio
n
c
o
ef
f
icien
t.
T
h
e
r
e
s
u
lt
wa
s
9
3
%
ag
r
ee
m
en
t
b
etwe
en
th
e
co
d
in
g
r
esu
lt
f
r
o
m
co
d
er
o
n
e
an
d
co
d
er
two
.
B
o
th
co
d
er
s
d
is
cu
s
s
ed
all
d
is
ag
r
ee
m
en
ts
an
d
f
in
ally
r
ea
ch
ed
1
0
0
%
ag
r
ee
m
en
t.
Fo
r
th
e
in
t
r
a
-
co
d
e
r
ch
ec
k
s
,
s
ix
wee
k
s
later
af
ter
th
e
f
ir
s
t
co
d
in
g
,
th
e
f
ir
s
t
co
d
er
co
n
d
u
cted
d
o
u
b
le
-
c
h
ec
k
s
b
y
r
ec
o
d
in
g
all
t
h
e
tr
an
s
cr
ip
ts
.
T
h
e
in
t
r
a
-
co
d
e
r
r
e
liab
ilit
ies
wer
e
r
ec
eiv
ed
b
y
co
m
p
ar
in
g
th
e
r
esu
lt
o
f
t
h
e
f
ir
s
t
co
d
in
g
an
d
s
ec
o
n
d
co
d
in
g
.
T
h
e
r
esu
lt
f
r
o
m
th
e
f
ir
s
t
co
d
in
g
a
n
d
th
e
r
esu
lt
f
r
o
m
th
e
s
ec
o
n
d
co
d
i
n
g
wer
e
s
tatis
tically
an
aly
ze
d
u
s
in
g
in
ter
class
co
r
r
elatio
n
co
ef
f
icien
t.
T
h
e
r
esu
lt
was
9
9
%
ag
r
ee
m
en
t
b
etwe
en
th
e
r
esu
lt
f
r
o
m
th
e
f
ir
s
t
co
d
in
g
an
d
th
e
r
esu
lt
f
r
o
m
s
ec
o
n
d
c
o
d
in
g
.
All
d
is
ag
r
ee
m
en
ts
wer
e
r
ec
h
ec
k
ed
a
n
d
f
in
ally
r
ea
ch
ed
1
0
0
%
ag
r
ee
m
en
t.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
T
y
pes
o
f
v
er
ba
l e
pis
o
des
pro
du
ce
d by
t
he
I
n
do
nes
ia
n
E
F
L
s
t
ud
e
nts
T
h
e
s
tu
d
en
ts
w
h
o
we
r
e
s
et
in
p
air
s
f
o
r
th
e
c
o
llab
o
r
ativ
e
wr
itin
g
wer
e
e
n
g
ag
e
d
i
n
th
e
p
r
o
d
u
ctio
n
o
f
v
er
b
al
e
p
is
o
d
es.
T
h
e
v
e
r
b
al
ep
is
o
d
es
p
r
o
d
u
ce
d
b
y
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
in
b
o
t
h
h
eter
o
g
en
e
o
u
s
a
n
d
h
o
m
o
g
en
eo
u
s
p
air
s
ca
n
b
e
c
lass
if
ied
in
to
th
r
ee
ty
p
es:
L
R
E
s
,
T
R
E
s
,
an
d
SEs.
Mo
r
eo
v
er
,
t
h
e
I
n
d
o
n
esian
s
tu
d
en
ts
f
r
o
m
th
e
h
eter
o
g
e
n
e
o
u
s
an
d
h
o
m
o
g
en
e
o
u
s
p
air
s
p
r
o
d
u
ce
d
th
r
ee
ca
teg
o
r
ies
o
f
L
R
E
s
(
f
o
r
m
-
f
o
cu
s
ed
,
lex
is
-
f
o
cu
s
ed
,
an
d
m
ec
h
a
n
ics
-
f
o
cu
s
ed
)
.
Sam
p
les
o
f
L
R
E
s
with
th
r
ee
c
ateg
o
r
ies
o
f
ep
is
o
d
es
ar
e
s
h
o
wn
in
E
x
ce
r
p
ts
1
-
3
.
T
h
r
ee
ty
p
es
o
f
L
R
E
s
wer
e
id
en
tifie
d
in
th
is
s
tu
d
y
,
i.e
.
,
f
o
r
m
-
f
o
cu
s
ed
L
R
E
,
le
x
is
-
f
o
cu
s
ed
L
R
E
,
an
d
m
ec
h
a
n
ics
-
f
o
cu
s
ed
L
R
E
.
B
ec
au
s
e
th
e
s
tu
d
en
ts
o
cc
asio
n
ally
u
s
ed
th
eir
f
ir
s
t
lan
g
u
ag
e
(
L
1
)
in
th
e
v
er
b
al
ep
is
o
d
es,
th
e
ex
ce
r
p
ts
co
n
tain
in
g
L
1
wer
e
tr
an
s
lated
in
E
n
g
lis
h
with
italics
.
T
h
e
s
o
u
r
ce
s
o
f
th
e
ex
ce
r
p
ts
wer
e
in
d
icate
d
with
p
s
eu
d
o
n
y
m
s
o
f
th
e
s
tu
d
en
ts
.
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
43
1
-
440
434
E
x
ce
r
p
t 1
T
y
p
e
: L
R
E
s
C
ateg
o
r
y
: Fo
r
m
-
f
o
c
u
s
ed
So
u
r
ce
: H
eter
o
g
en
eo
u
s
p
air
8
(
A=
Sh
eila
an
d
B
=L
ila)
B
:
So
,
we
ca
n
co
n
clu
d
e
th
at
p
ar
en
t,
p
ar
e
n
t is th
e
m
o
r
e
im
p
o
r
tan
t in
o
u
r
life
.
T
h
e
m
o
r
e
o
r
t
h
e
m
o
s
t?
A:
T
h
e
m
o
s
t,
mo
s
t
B
:
So
,
we
ca
n
co
n
clu
d
e
th
at
p
ar
en
t,
p
ar
e
n
t is th
e
m
o
r
e
im
p
o
r
tan
t in
o
u
r
life
o
f
ch
ild
r
e
n
.
O
h
,
n
o
;
it so
u
n
d
s
w
eird
.
Fin
al
tex
t
:
So
,
we
ca
n
co
n
cl
u
d
e
th
at
p
ar
en
t is
th
e
m
o
r
e
im
p
o
r
tan
t in
o
u
r
life
o
f
c
h
ild
r
en
.
E
x
ce
r
p
t 2
T
y
p
e
:
L
R
E
s
C
ateg
o
r
y
:
L
ex
is
-
f
o
cu
s
ed
So
u
r
ce
:
Ho
m
o
g
en
e
o
u
s
p
air
7
(
A=
Pu
p
u
t a
n
d
B
=K
in
an
)
A:
g
r
ea
tly
af
f
ec
t th
e
g
r
o
wth
o
f
ch
ild
r
en
.
B
: V
er
y
in
f
lu
e
nt
,
is
it?
A:
ex
tr
em
ely
in
f
lu
e
n
tial…
d
o
n
’
t u
s
e
v
er
y
,
ex
tr
e
m
ely
in
f
lu
e
n
tial.
Fin
al
T
ex
t: I
t is
ex
tr
em
ely
in
f
l
u
en
tial
f
o
r
t
h
e
g
r
o
wth
o
f
ch
ild
r
en
.
E
x
ce
r
p
t 3
T
y
p
e
: L
R
E
s
C
ateg
o
r
y
: M
ec
h
an
ics
-
f
o
cu
s
ed
So
u
r
ce
:
Ho
m
o
g
en
e
o
u
s
p
air
7
(
A=
Fatm
a
an
d
B
=L
u
cy
)
B
:
s
o
,
th
e
m
o
s
t m
er
ito
r
io
u
s
p
e
r
s
o
n
.
A:
h
o
w
is
th
e
w
r
itin
g
?
B
: M
-
e
-
r
-
i
-
t
-
o
-
r
-
i
-
o
-
u
-
s
p
er
s
o
n
in
o
u
r
…
A:
Per
s
o
n
.
Per
s
o
n
!
Fin
al
T
ex
t: Par
en
ts
is
th
e
m
o
s
t
m
er
ito
r
io
u
s
p
e
r
s
o
n
in
o
u
r
life
.
E
x
ce
r
p
ts
1
-
3
ar
e
e
x
am
p
les
o
f
th
r
ee
ca
teg
o
r
ies
o
f
L
R
E
s
.
E
x
ce
r
p
t
1
is
a
f
o
r
m
-
f
o
c
u
s
ed
L
R
E
s
.
I
n
E
x
ce
r
p
t
1
,
Sh
eila
an
d
L
ila
wer
e
d
is
cu
s
s
in
g
h
o
w
t
o
ex
p
r
ess
i
d
ea
s
in
a
s
u
p
er
lativ
e
s
en
ten
ce
.
T
h
e
y
wer
e
tr
y
in
g
to
d
eter
m
in
e
th
e
b
est
s
en
ten
ce
f
o
r
m
,
u
s
in
g
c
o
m
p
a
r
ativ
e
‘
m
o
r
e’
o
r
s
u
p
er
lativ
e
‘
m
o
s
t’
.
T
h
e
y
f
ir
s
tly
wo
u
ld
s
ay
‘
…p
ar
en
ts
was
th
e
m
o
s
t
im
p
o
r
tan
t
in
life
…
’
,
b
u
t
t
h
ey
f
elt
t
h
e
wo
r
d
‘
m
o
s
t’
was
s
tr
an
g
e,
an
d
f
in
ally
t
h
ey
u
s
ed
th
e
wo
r
d
‘
m
o
r
e’
in
th
eir
tex
t
(
…p
ar
en
t
is
th
e
m
o
r
e
im
p
o
r
tan
t
in
o
u
r
life
…)
.
E
x
ce
r
p
t
2
is
a
lex
is
-
f
o
cu
s
ed
L
R
E
s
.
I
n
E
x
ce
r
p
t
2
,
Pu
p
u
t
a
n
d
Kin
an
d
is
cu
s
s
ed
th
e
u
s
e
o
f
in
ten
s
if
ier
s
.
T
h
e
y
wer
e
n
eg
o
tiatin
g
th
e
b
est
s
en
ten
ce
f
o
r
m
,
u
s
in
g
in
ten
s
if
i
er
‘
v
er
y
’
o
r
‘
ex
tr
em
el
y
’
.
First,
Kin
an
s
aid
‘
v
er
y
in
f
lu
e
n
t..
.
’
,
b
u
t
Pu
p
u
t
s
aid
th
at
it
is
n
o
t
ap
p
r
o
p
r
iate
to
u
s
e
‘
v
er
y
’
.
I
t
s
h
o
u
l
d
b
e
‘
e
x
tr
em
ely
in
f
lu
en
tial’
.
I
n
th
e
en
d
t
h
ey
ag
r
ee
d
to
u
s
e
‘
ex
tr
em
ely
in
f
l
u
en
tial’
f
o
r
t
h
e
f
in
al
s
en
ten
ce
.
E
x
ce
r
p
t 3
is
an
ex
am
p
le
o
f
m
ec
h
an
ics
-
f
o
c
u
s
ed
L
R
E
s
.
I
t
was
th
e
talk
b
etwe
en
Fatm
a
an
d
L
u
c
y
.
Fatm
a
d
id
n
o
t
k
n
o
w
h
o
w
to
s
p
ell
th
e
wo
r
d
m
e
r
ito
r
io
u
s
p
e
r
s
o
n
,
an
d
th
en
L
u
cy
s
p
elled
f
o
r
h
e
r
‘
m
-
e
-
r
-
i
-
t
-
o
-
r
-
i
-
o
-
u
-
s
p
e
r
s
o
n
in
o
u
r
life
.
.
.
’
.
S
am
p
les
o
f
T
R
E
s
with
two
ca
teg
o
r
ies
o
f
ep
is
o
d
es
ar
e
s
h
o
wn
in
E
x
ce
r
p
ts
4
-
5
.
T
h
er
e
ar
e
two
ty
p
es
o
f
T
R
E
s
id
en
tifie
d
f
r
o
m
th
e
d
ata
an
al
y
s
is
,
i.e
.
,
o
r
g
an
izatio
n
-
fo
cu
s
ed
an
d
co
n
te
n
t
-
f
o
c
u
s
ed
.
E
x
ce
r
p
t 4
T
y
p
e
:
T
R
E
s
C
ateg
o
r
y
:
Or
g
an
izatio
n
-
f
o
cu
s
ed
So
u
r
ce
:
Ho
m
o
g
en
e
o
u
s
p
air
5
(
A=
Su
s
i a
n
d
B
=I
n
n
a)
A:
Ok
ay
,
s
o
,
h
o
w
to
b
e
a
g
o
o
d
p
ar
en
t.
La
ter w
e
ma
ke
in
tr
o
,
b
o
d
y
,
w
ith
th
e
co
n
cl
u
s
io
n
,
r
ig
h
t
?
B
: Y
es
A:
h
o
w
a
b
o
u
t m
a
kin
g
th
e
b
o
d
y
fir
s
t?
B
:
ye
s
w
e
ca
n
.
Ho
w
mu
ch
a
r
e
w
e
g
o
in
g
to
ta
lk
?
A:
B
o
d
y
?
B
:
Yes
,
I
mea
n
th
e
b
o
d
y
.
Ho
w
mu
ch
?
Ho
w
a
b
o
u
t th
e
t
o
p
ic?
A:
Ok
ay
ju
s
t th
r
ee
.
T
h
r
ee
th
r
e
e
th
r
ee
.
E
x
ce
r
p
t 5
T
y
p
e
:
T
R
E
s
C
ateg
o
r
y
: Co
n
ten
t
-
f
o
cu
s
ed
So
u
r
ce
: H
eter
o
g
en
eo
u
s
p
air
1
(
A=
Z
a
r
in
an
d
B
=I
ch
a
)
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
E
F
L st
u
d
en
ts
’
ve
r
b
a
l e
p
is
o
d
es in
p
r
o
ficien
cy
p
a
i
r
in
g
s
(
A
n
i S
u
s
a
n
ti
)
435
A:
h
o
w
to
co
m
b
in
e
th
e
lo
v
e
an
d
d
is
cip
lin
e.
I
t is th
r
o
u
g
h
th
e
way
f
o
r
e
x
am
p
le
b
y
g
i
v
in
g
r
e
war
d
.
Giv
in
g
r
ewa
r
d
is
a
m
u
s
t.
B
: I
t m
u
s
t b
e
a
g
if
t?
No
r
i
g
h
t?
A
p
r
aise c
an
b
e
u
s
ed
to
o
.
A:
o
n
ce
in
a
wh
ile
y
o
u
h
av
e
to
g
iv
e
th
e
g
if
t
B
: o
k
b
u
t d
o
n
’
t o
v
er
d
o
it.
T
h
e
y
will b
e
s
p
o
iled
A:
b
u
t b
esid
es..
.
o
o
h
wh
at
if
t
h
e
r
ewa
r
d
s
b
ein
g
lik
e
th
is
,
wh
at’
s
th
at
B
: Y
es,
I
m
ea
n
th
e
b
o
d
y
.
Ho
w
m
u
ch
?
Ho
w
a
b
o
u
t th
e
to
p
ic?
A:
Ok
ay
ju
s
t th
r
ee
.
T
h
r
ee
,
th
r
e
e,
th
r
ee
.
B
: b
u
t b
esid
es..
.
o
h
wh
at
if
th
e
r
ewa
r
d
s
b
ein
g
lik
e
th
is
,
wh
at’
s
th
at
wh
at’
s
th
e
n
am
e,
lik
e
s
o
m
eth
in
g
h
a
v
e
to
d
o
later
in
th
e
en
d
t
h
e’
ll g
iv
e
n
r
ewa
r
d
.
I
t
m
ea
n
s
th
e
co
n
clu
s
io
n
d
o
n
e,
th
e
o
u
tlin
e
d
o
n
e,
an
d
n
o
w
th
e
ess
ay
.
J
u
s
t w
r
ite
th
e
ess
ay
.
E
x
ce
r
p
ts
4
an
d
5
a
r
e
ex
am
p
le
s
o
f
o
r
g
a
n
izatio
n
-
f
o
cu
s
ed
an
d
co
n
ten
t
f
o
c
u
s
ed
T
R
E
s
,
r
esp
e
ctiv
ely
.
I
n
E
x
ce
r
p
t
4
,
Su
s
i
an
d
I
n
n
a
talk
ed
ab
o
u
t
m
ak
in
g
in
tr
o
d
u
ctio
n
,
b
o
d
y
an
d
co
n
clu
s
io
n
o
f
a
p
ar
ag
r
ap
h
.
T
h
ey
wer
e
d
ec
id
in
g
t
o
m
ak
e
th
e
b
o
d
y
f
ir
s
t.
Af
ter
th
at,
th
ey
wer
e
d
is
cu
s
s
in
g
th
e
to
p
ic
a
n
d
th
e
n
u
m
b
e
r
o
f
p
ar
ag
r
ap
h
s
th
e
y
s
h
o
u
ld
m
a
k
e.
I
n
E
x
ce
r
p
t
5
,
Z
a
r
in
an
d
I
c
h
a
talk
e
d
ab
o
u
t
t
h
e
t
o
p
ic.
T
h
ey
wer
e
d
is
cu
s
s
in
g
if
p
ar
en
ts
s
h
o
u
l
d
g
i
v
e
th
eir
ch
ild
r
en
awa
r
d
s
o
r
n
o
t.
T
h
ey
f
in
ally
m
ad
e
a
d
ec
is
io
n
an
d
th
en
b
eg
an
t
o
wr
ite
th
e
ess
ay
.
T
h
er
e
ar
e
th
r
ee
ca
teg
o
r
ies
o
f
SEs
th
at
wer
e
f
o
u
n
d
in
b
o
th
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
,
n
am
ely
:
r
ep
etitio
n
,
ju
s
tific
atio
n
,
an
d
elicitatio
n
.
E
x
ce
r
p
ts
6
,
7
,
an
d
8
ar
e
ex
am
p
l
es o
f
th
e
th
r
ee
ca
te
g
o
r
ies o
f
SEs.
E
x
ce
r
p
t 6
T
y
p
e
: SE
s
C
ateg
o
r
y
: Rep
etitio
n
So
u
r
ce
: H
o
m
o
g
en
e
o
u
s
p
air
1
(
A=
Na
d
a
an
d
B
=H
ed
i)
A:
h
o
w
about
(
in
yo
u
r
o
p
in
io
n
)
w
h
ich
is
b
etter,
s
tr
ict
p
a
r
en
ts
o
r
r
elax
ed
p
ar
en
ts
,
B
: Wh
ich
,
A:
W
h
eth
er
,
B
: Wh
eth
er
?
eh
w
a
it w
a
it
wh
i
ch
is
b
etter
wh
eth
er
th
e
s
tr
ict
o
r
.
.
.
A:
R
elax
ed
p
ar
en
ts
.
B
: Betwee
n
r
ig
h
t?
A:
I
s
it b
etwe
en
?
B
: I
s
it wh
eth
er
o
r
b
etwe
en
ye
a
h
b
et
w
ee
n
.
E
x
ce
r
p
t 7
T
y
p
e
: SE
s
C
ateg
o
r
y
: E
licitatio
n
So
u
r
ce
: H
eter
o
g
en
eo
u
s
p
air
3
(
A=
Della
an
d
B
=N
is
a)
A:
T
h
e
r
ea
s
o
n
?
B
: G
iv
e
th
em
th
e
r
ea
s
o
n
wh
y
t
h
ey
ar
e
J
u
s
t like
th
a
t.
Wh
a
t e
ls
e
<5
>
A:
T
h
e
g
o
o
d
p
ar
en
t sh
o
u
l
d
h
el
p
.
Th
e
ea
r
lier
o
n
e
B
:
w
h
ich
o
n
A:
T
o
h
elp
th
eir
ch
ild
r
en
to
s
o
lv
e
th
eir
b
ad
b
eh
a
v
io
r
s
o
with
o
u
t y
ellin
g
at
t
h
em
o
r
p
u
n
is
h
m
en
t.
(
Pu
n
is
h
m
e
n
t
is
k
in
d
o
f
m
ak
e
tr
au
m
atic
)
W
ith
o
u
t m
ak
i
n
g
a
tr
a
u
m
atic.
I
m
p
ac
t o
r
f
ee
lin
g
f
o
r
th
em
E
x
ce
r
p
t 8
T
y
p
e
: SE
s
C
ateg
o
r
y
: Ju
s
tific
atio
n
So
u
r
ce
: H
eter
o
g
en
eo
u
s
p
air
8
(
A=
Sh
eila
an
d
B
=L
ila)
B
:
fir
s
t is in
t
r
o
d
u
ctio
n
r
ig
h
t?
A:
y
es
B
: Par
en
ts
is
th
e
m
o
s
t th
in
g
in
o
u
r
life
,
like
th
a
t?
A:
is
it ri
g
h
t
im
p
o
r
tan
t
th
e
w
r
itin
g
?
W
h
at
i
f m
e
ma
ke
th
e
fr
a
mewo
r
k
fir
s
t?
Ho
w
ma
n
y
p
a
r
a
g
r
a
p
h
s
w
ill w
e
ma
ke
?
I
t m
ea
n
s
at
least 5
p
a
r
a
g
r
ap
h
s
.
I
n
tr
o
d
u
ctio
n
,
t
h
e
co
n
ten
t 3
,
th
e
n
clo
s
in
g
B
:
a
lr
ig
h
t
E
x
ce
r
p
t
6
is
an
ex
am
p
le
o
f
r
ep
etitio
n
ca
teg
o
r
y
o
f
SEs.
Nad
a
an
d
Hed
i
k
ep
t
r
ep
ea
tin
g
th
e
s
am
e
wo
r
d
s
.
T
h
ey
m
en
tio
n
ed
‘
wh
ich
’
,
‘
wh
eth
er
’
,
an
d
‘
b
etwe
e
n
’
f
o
r
s
ev
er
al
tim
es.
E
x
ce
r
p
t
7
i
llu
s
tr
ates
th
e
elicitatio
n
ca
teg
o
r
y
o
f
SEs.
D
ella
an
d
Nis
a
wer
e
d
e
v
elo
p
i
n
g
th
e
p
ar
a
g
r
ap
h
s
.
T
h
e
y
wer
e
m
ak
in
g
a
s
en
ten
ce
s
tep
b
y
s
tep
b
y
elicitin
g
a
r
esp
o
n
s
e
with
q
u
esti
o
n
ea
ch
o
th
er
.
Me
an
wh
ile,
E
x
ce
r
p
t
8
is
an
ex
am
p
le
o
f
ju
s
tific
atio
n
ca
teg
o
r
y
o
f
SEs.
Sh
eil
a
an
d
L
ila
wer
e
talk
in
g
ab
o
u
t
th
e
p
ar
ag
r
ap
h
wr
itin
g
.
L
is
a
p
r
o
p
o
s
ed
th
e
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
43
1
-
440
436
o
u
tlin
e
co
n
s
is
tin
g
o
f
f
iv
e
p
ar
a
g
r
ap
h
s
(
o
n
e
-
p
ar
ag
r
ap
h
in
tr
o
d
u
ctio
n
,
t
h
r
ee
-
p
a
r
ag
r
a
p
h
b
o
d
y
,
an
d
o
n
e
-
p
ar
a
g
r
ap
h
clo
s
in
g
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,
an
d
Sh
eila
ag
r
ee
d
an
d
co
n
f
i
r
m
ed
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e
id
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o
m
L
i
s
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r
ief
ly
s
tated
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e
r
esu
lt
o
f
th
e
s
tu
d
y
in
d
icate
s
th
at
I
n
d
o
n
es
ian
E
FL
lear
n
er
s
f
r
o
m
th
e
tw
o
ty
p
es
o
f
p
r
o
f
icien
c
y
p
air
s
u
s
ed
th
r
ee
ty
p
es
o
f
v
er
b
al
ep
is
o
d
es,
n
a
m
ely
L
R
E
s
,
T
R
E
s
,
an
d
SEs.
M
o
r
e
s
p
ec
if
ically
,
th
e
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
en
e
o
u
s
p
air
s
u
s
ed
th
r
ee
ca
teg
o
r
ie
s
o
f
L
R
E
s
(
i.e
.
,
f
o
r
m
-
f
o
c
u
s
ed
,
lex
is
-
f
o
cu
s
ed
an
d
m
ec
h
an
ics
-
f
o
cu
s
ed
)
,
two
ca
teg
o
r
ies
o
f
T
R
E
s
(
i.e
.
,
o
r
g
a
n
izatio
n
-
f
o
cu
s
ed
a
n
d
co
n
te
n
t
-
f
o
cu
s
ed
)
,
an
d
th
r
ee
ca
teg
o
r
ies o
f
SEs (
i.e
.
,
r
ep
etitio
n
,
elicitatio
n
,
an
d
ju
s
tific
atio
n
)
.
3
.
2
.
T
he
f
re
qu
e
ncy
o
f
t
y
pes
a
nd
ca
t
eg
o
ries o
f
v
er
ba
l e
pis
o
des
o
f
t
he
I
nd
o
nes
ia
n E
F
L
s
t
ud
ent
s
T
h
e
r
esu
lts
o
f
d
ata
a
n
aly
s
is
also
s
h
o
wed
th
e
f
r
e
q
u
en
c
y
o
f
t
h
e
ty
p
es
o
f
v
er
b
al
ep
is
o
d
es
p
r
o
d
u
ce
d
b
y
I
n
d
o
n
esian
E
FL
lear
n
er
s
in
t
h
e
p
r
o
ce
s
s
o
f
c
o
llab
o
r
ativ
e
wr
i
tin
g
,
as
s
h
o
wn
in
T
a
b
le
1
.
T
h
e
tab
le
s
h
o
ws
th
at
h
o
m
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
d
m
o
r
e
ep
is
o
d
es
(
2
5
1
)
co
m
p
a
r
ed
to
h
eter
o
g
en
eo
u
s
p
air
s
(
1
8
6
)
.
Fro
m
t
h
e
2
5
1
ep
is
o
d
es
p
r
o
d
u
ce
d
b
y
th
e
h
o
m
o
g
en
eo
u
s
p
air
s
,
m
o
r
e
t
h
an
h
alf
wer
e
SEs
(
5
7
.
4
%),
ar
o
u
n
d
o
n
e
th
ir
d
wer
e
L
R
E
s
(
3
0
.
3
%),
an
d
th
e
least
p
a
r
t
w
as
T
R
E
s
(
1
2
.
4
%).
Fro
m
th
e
1
8
6
e
p
is
o
d
es
in
th
e
h
eter
o
g
en
e
o
u
s
p
air
s
,
th
e
m
o
s
t
f
r
eq
u
e
n
t
ep
is
o
d
es
wer
e
SEs
(
4
4
.
6
%),
f
o
llo
wed
b
y
L
R
E
s
(
3
4
.
9
%),
an
d
th
e
least
was
T
R
E
s
(
2
0
.
4
%).
T
h
e
two
p
r
o
f
icien
c
y
p
air
in
g
s
in
d
icate
th
e
s
am
e
tr
en
d
s
th
at
th
e
m
o
s
t
f
r
eq
u
en
tly
p
r
o
d
u
ce
d
ty
p
es
o
f
v
er
b
al
ep
is
o
d
es
wer
e
SEs,
an
d
th
e
least f
r
eq
u
e
n
tly
p
r
o
d
u
ce
d
wer
e
T
R
E
s
.
T
ab
le
1
.
Fre
q
u
en
cies o
f
t
y
p
es
o
f
e
p
is
o
d
es
p
r
o
d
u
ce
d
b
y
h
eter
o
g
en
eo
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
Ty
p
e
s
o
f
e
p
i
so
d
e
s
H
ET
p
a
i
r
s (
n
=
1
0
)
C
o
u
n
t
s
a
n
d
p
e
r
c
e
n
t
a
g
e
H
O
M
p
a
i
r
s (
n
=
1
0
)
;
C
o
u
n
t
s
a
n
d
p
e
r
c
e
n
t
a
g
e
H
-
H
O
M
p
a
i
r
s (
n
=
5
)
L
-
H
O
M
p
a
i
r
s
(
n
=
5
)
To
t
a
l
H
O
M
LR
Es
6
5
(
3
4
.
9
%)
3
1
(
1
2
.
4
%)
4
5
(
1
7
.
9
%)
7
6
(
3
0
.
3
%)
TR
Es
3
8
(
2
0
.
4
%)
1
5
(
6
%)
1
6
(
6
.
4
%)
3
1
(
1
2
.
4
%)
S
Es
8
3
(
4
4
.
6
%)
6
7
(
2
6
.
7
%)
7
7
(
3
0
.
7
%)
1
4
4
(
5
7
.
4
%)
S
u
b
t
o
t
a
l
1
1
3
(
4
5
%)
1
3
8
(
5
5
%)
To
t
a
l
1
8
6
(
1
0
0
%)
2
5
1
(
1
0
0
%)
T
h
e
an
aly
s
is
also
s
h
o
wed
th
e
f
r
eq
u
e
n
cy
o
f
th
e
ca
teg
o
r
ies
o
f
v
er
b
al
ep
is
o
d
es
p
r
o
d
u
ce
d
b
y
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
in
th
e
h
eter
o
g
e
n
eo
u
s
an
d
h
o
m
o
g
e
n
eo
u
s
p
air
s
.
T
h
e
f
r
eq
u
e
n
cy
o
f
ca
te
g
o
r
ies
o
f
L
R
E
s
p
r
o
d
u
ce
d
d
u
r
in
g
th
e
r
ec
o
r
d
ed
co
llab
o
r
ativ
e
wr
itin
g
task
is
s
h
o
wn
in
T
ab
le
2
.
As
d
is
p
lay
ed
i
n
th
e
tab
le
,
in
th
e
h
eter
o
g
en
e
o
u
s
p
air
s
,
th
e
m
o
s
t
f
r
eq
u
e
n
tly
p
r
o
d
u
ce
d
ca
te
g
o
r
y
o
f
ep
is
o
d
es
was
lex
is
-
f
o
cu
s
ed
(
5
0
.
8
%),
f
o
llo
wed
b
y
f
o
r
m
-
f
o
cu
s
ed
(
4
3
.
1
%),
a
n
d
th
e
least
f
r
e
q
u
en
t
L
R
E
s
was
th
e
m
ec
h
an
ics
-
f
o
c
u
s
ed
ca
teg
o
r
y
.
I
n
th
e
h
o
m
o
g
en
eo
u
s
p
air
s
,
th
e
m
o
s
t
f
r
eq
u
en
tly
g
e
n
er
ated
ca
teg
o
r
y
o
f
ep
is
o
d
es
d
u
r
in
g
th
e
co
l
lab
o
r
ativ
e
wr
itin
g
p
r
o
ce
s
s
wer
e
le
x
is
-
f
o
cu
s
ed
(
4
3
.
4
%),
co
n
tin
u
ed
b
y
m
ec
h
an
ics
-
f
o
cu
s
ed
ca
te
g
o
r
y
(
2
8
.
9
%),
an
d
th
e
least
f
r
eq
u
e
n
tly
p
r
o
d
u
ce
d
wer
e
f
o
r
m
-
f
o
cu
s
ed
ca
teg
o
r
y
(
2
7
.
6
%).
B
o
th
p
air
s
co
n
s
is
ten
tly
p
aid
th
e
m
o
s
t
atten
tio
n
to
lex
ical
m
atter
s
r
ath
er
th
an
g
r
a
m
m
ar
o
r
m
ec
h
an
ics.
Fu
r
th
e
r
t
h
an
lex
ical
m
atter
s
,
s
tu
d
en
ts
i
n
th
e
h
eter
o
g
en
eo
u
s
p
air
s
p
aid
m
o
r
e
atten
tio
n
to
g
r
am
m
ar
r
ath
er
th
a
n
m
ec
h
an
ics.
On
t
h
e
o
th
er
way
r
o
u
n
d
,
s
tu
d
en
ts
in
h
o
m
o
g
en
eo
u
s
p
air
s
p
aid
m
o
r
e
m
ec
h
an
ics r
ath
er
th
a
n
g
r
am
m
ar
s
.
T
ab
le
2
.
Fre
q
u
en
cy
o
f
c
ateg
o
r
ies o
f
L
R
E
s
in
th
e
h
eter
o
g
e
n
e
o
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
C
a
t
e
g
o
r
y
o
f
L
R
E
H
ET
p
a
i
r
s (
n
=
1
0
)
C
o
u
n
t
s
a
n
d
p
e
r
c
e
n
t
a
g
e
H
O
M
p
a
i
r
s (
n
=
1
0
)
;
C
o
u
n
t
s
a
n
d
p
e
r
c
e
n
t
a
g
e
H
-
H
O
M
p
a
i
r
s (
n
=
5
)
L
-
H
O
M
p
a
i
r
s
(
n
=
5
)
To
t
a
l
H
O
M
F
o
r
m
-
f
o
c
u
se
d
2
8
(
4
3
.
1
%)
8
(
1
0
.
5
%)
1
3
(
1
7
.
1
%)
2
1
(
2
7
.
6
%)
Le
x
i
s
-
f
o
c
u
s
e
d
3
3
(
5
0
.
8
%)
1
6
(
2
1
.
1
%)
1
7
(
2
2
.
4
%)
3
3
(
4
3
.
4
%)
M
e
c
h
a
n
i
c
s
-
f
o
c
u
se
d
4
(
6
.
2
%)
7
(
9
.
2
%)
1
5
(
1
9
.
7
%)
2
2
(
2
8
.
9
%)
S
u
b
t
o
t
a
l
3
1
(
4
0
.
8
%)
4
5
(
5
9
.
2
%)
To
t
a
l
LR
Es
6
5
(
1
0
0
%)
7
6
(
1
0
0
%)
T
h
e
f
r
eq
u
e
n
cy
o
f
th
e
two
ca
teg
o
r
ies
o
f
T
R
E
s
p
r
o
d
u
ce
d
b
y
th
e
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
en
e
o
u
s
p
air
s
in
co
llab
o
r
ativ
e
wr
itin
g
task
s
is
s
h
o
wn
in
T
ab
le
3
.
T
h
e
tab
le
s
h
o
ws
th
at
t
h
e
s
tu
d
en
ts
in
th
e
h
eter
o
g
en
e
o
u
s
p
air
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
p
aid
atten
tio
n
alm
o
s
t
eq
u
ally
to
th
e
o
r
g
a
n
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za
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n
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d
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n
ten
t
m
atter
s
.
T
h
is
ca
n
b
e
s
ee
n
f
r
o
m
th
e
p
er
ce
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tag
e
o
f
f
r
eq
u
en
cies
o
f
th
e
ca
teg
o
r
ies
o
f
T
R
E
s
th
at
in
th
e
h
eter
o
g
en
e
o
u
s
p
air
s
,
5
2
.
6
%
w
er
e
f
o
r
o
r
g
a
n
izatio
n
a
n
d
4
7
.
4
%
wer
e
f
o
r
t
h
e
c
o
n
ten
t,
an
d
t
h
e
p
e
r
ce
n
tag
e
o
f
th
e
f
r
eq
u
e
n
cy
o
f
th
e
ca
teg
o
r
ies
o
f
T
R
E
s
in
th
e
h
o
m
o
g
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eo
u
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p
air
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wa
s
4
8
.
4
%
f
o
r
o
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izatio
n
m
atter
s
an
d
5
1
.
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%
f
o
r
co
n
ten
t
m
atter
s
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E
v
en
th
o
u
g
h
th
e
p
er
ce
n
tag
e
was
d
if
f
er
en
t,
th
e
tr
en
d
s
wer
e
alm
o
s
t
s
im
ilar
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clo
s
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to
b
alan
ce
d
atten
ti
o
n
b
etwe
en
o
r
g
an
izatio
n
an
d
c
o
n
ten
t
m
a
tter
s
.
T
h
e
f
r
eq
u
e
n
cy
o
f
th
e
ca
teg
o
r
ies
o
f
SEs
p
r
o
d
u
ce
d
b
y
th
e
h
eter
o
g
e
n
eo
u
s
an
d
h
o
m
o
g
en
e
o
u
s
p
air
s
is
s
h
o
wn
in
T
ab
le
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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L st
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437
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ab
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4
s
h
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etitio
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ich
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n
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tiv
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r
eo
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r
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s
tific
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teg
o
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th
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air
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was 9
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% a
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d
th
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air
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was
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wh
ile
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e
elicitatio
n
ca
te
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o
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y
in
th
e
h
eter
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g
en
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u
s
p
ai
r
s
was
8
.
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%
an
d
in
th
e
h
o
m
o
g
en
e
o
u
s
p
air
s
was 2
.
8
%.
T
ab
le
3
.
Fre
q
u
en
cy
o
f
th
e
c
ateg
o
r
ies o
f
T
R
E
s
in
th
e
h
eter
o
g
e
n
eo
u
s
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t
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o
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f
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p
a
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c
e
n
t
a
g
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p
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r
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t
s
a
n
d
p
e
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n
t
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g
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i
r
s (
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5
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p
a
i
r
s
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n
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To
t
a
l
HOM
O
r
g
a
n
i
z
a
t
i
o
n
2
0
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5
2
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8
(
2
5
.
8
%)
7
(
2
2
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6
%)
1
5
(
4
8
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4
%)
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o
n
t
e
n
t
1
8
(
4
7
.
4
%)
1
0
(
3
2
.
3
%)
6
(
1
9
.
4
%)
1
6
(
5
1
.
6
%)
S
u
b
t
o
t
a
l
1
8
(
5
8
.
1
%)
1
3
(
4
1
.
9
)
3
1
(
1
0
0
%)
To
t
a
l
TR
E
3
8
(
1
0
0
%)
3
1
(
1
0
0
%)
T
ab
le
4
.
Fre
q
u
en
cy
o
f
c
ateg
o
r
ies o
f
SEs in
th
e
h
eter
o
g
en
eo
u
s
an
d
h
o
m
o
g
en
e
o
u
s
p
air
s
C
a
t
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Es
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ET
P
a
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d
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e
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t
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g
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M
p
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r
s (
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;
C
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n
t
s
a
n
d
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t
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g
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s (
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n
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To
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H
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R
e
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e
t
i
t
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o
n
6
8
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8
1
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6
0
(
4
1
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7
%)
7
5
(
5
2
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1
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1
3
5
(
9
3
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8
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El
i
c
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t
a
t
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o
n
7
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3
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(
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7
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4
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Ju
st
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c
a
t
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o
n
8
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6
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4
(
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8
%)
1
(
0
.
7
%)
5
(
3
.
5
%)
S
u
b
t
o
t
a
l
6
7
(
4
6
.
5
%)
7
7
(
5
3
.
5
%
)
To
t
a
l
S
E
8
3
(
1
0
0
%)
1
4
4
(
1
0
0
%)
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
r
ev
ea
led
th
at
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
ass
ig
n
ed
to
wo
r
k
co
llab
o
r
ativ
ely
in
p
air
s
p
r
o
d
u
ce
d
th
r
ee
m
aj
o
r
ty
p
es
o
f
v
e
r
b
al
ep
is
o
d
es.
T
h
e
u
s
e
o
f
v
ar
i
o
u
s
ty
p
es
o
f
v
e
r
b
al
ep
is
o
d
es
in
d
icate
s
th
at
th
e
s
tu
d
en
ts
wer
e
in
ten
s
iv
ely
en
g
a
g
ed
i
n
th
e
p
r
o
ce
s
s
o
f
r
ea
d
in
g
an
d
wr
itin
g
task
s
ass
ig
n
ed
i
n
th
e
co
u
r
s
e.
R
ev
iew
o
f
th
e
liter
atu
r
e
in
d
ica
tes
th
at
a
n
u
m
b
er
o
f
s
tu
d
ies
h
av
e
co
n
f
ir
m
ed
th
at
v
e
r
b
al
ep
is
o
d
es
s
u
ch
as
L
R
E
s
co
u
ld
b
e
as
s
o
u
r
ce
s
o
f
la
n
g
u
a
g
e
lear
n
in
g
[
2
0
]
,
[
2
9
]
,
[
4
0
]
.
Mo
r
eo
v
er
,
th
e
d
ata
in
th
is
s
tu
d
y
h
a
v
e
s
h
o
wn
th
a
t
h
o
m
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
d
h
ig
h
er
f
r
e
q
u
en
cies
o
f
L
R
E
s
.
T
h
e
f
i
n
d
in
g
s
i
n
th
is
s
tu
d
y
s
h
o
u
ld
b
e
p
er
ce
iv
ed
ca
u
tio
u
s
ly
b
ec
au
s
e
th
e
d
ata
in
th
is
s
tu
d
y
wer
e
lim
ited
o
n
l
y
to
th
e
v
er
b
alize
d
lan
g
u
ag
e.
N
o
n
-
v
er
b
al
lan
g
u
ag
e
s
u
ch
as si
g
n
s
,
m
im
es,
ex
p
r
ess
io
n
s
th
at
m
ig
h
t
h
av
e
h
a
p
p
en
e
d
d
u
r
in
g
p
air
in
ter
ac
tio
n
s
was n
o
t c
ap
tu
r
ed
.
Fu
r
th
er
an
aly
s
is
s
h
o
ws
th
at
th
er
e
was
d
if
f
er
en
t
atten
tio
n
b
et
wee
n
th
e
s
tu
d
en
ts
in
th
e
h
eter
o
g
en
eo
u
s
an
d
h
o
m
o
g
en
e
o
u
s
p
air
s
.
Hete
r
o
g
en
e
o
u
s
p
air
s
p
r
o
d
u
ce
d
m
o
r
e
f
o
r
m
-
f
o
cu
s
ed
L
R
E
s
th
an
m
ec
h
an
ics
-
f
o
cu
s
ed
L
R
E
s
,
wh
ile
th
e
h
o
m
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
d
m
o
r
e
m
ec
h
a
n
ics
-
f
o
cu
s
ed
L
R
E
s
th
an
f
o
r
m
-
f
o
cu
s
ed
L
R
E
s
.
T
h
is
tr
en
d
is
p
ar
tly
s
im
ilar
to
th
e
p
r
ev
io
u
s
s
tu
d
y
[
3
6
]
th
at
h
o
m
o
g
e
n
eo
u
s
p
air
s
,
esp
ec
ia
lly
L
-
L
p
a
ir
s
,
p
r
o
d
u
ce
d
m
o
r
e
m
ec
h
an
ics
-
f
o
cu
s
ed
L
R
E
s
th
an
h
eter
o
g
e
n
eo
u
s
p
ai
r
s
.
W
h
ile
th
e
h
o
m
o
g
en
e
o
u
s
p
air
s
in
t
h
e
p
r
ev
io
u
s
s
tu
d
y
[
3
6
]
p
u
t
th
e
f
o
r
m
-
f
o
c
u
s
ed
L
R
E
s
o
n
th
eir
s
ec
o
n
d
p
r
io
r
ity
af
ter
lex
is
-
f
o
cu
s
ed
L
R
E
,
t
h
e
h
o
m
o
g
en
eo
u
s
p
air
s
i
n
th
e
cu
r
r
en
t stu
d
y
p
u
t f
o
r
m
-
f
o
cu
s
e
d
L
R
E
s
as th
e
las
t p
r
io
r
ity
af
ter
th
e
lex
is
-
f
o
cu
s
ed
L
R
E
s
an
d
f
o
r
m
-
f
o
cu
s
ed
L
R
E
s
.
I
n
ter
m
s
o
f
th
e
f
r
e
q
u
en
c
y
c
ateg
o
r
ies
o
f
T
R
E
s
,
a
s
im
ilar
tr
en
d
co
u
ld
b
e
o
b
s
er
v
e
d
b
e
twee
n
th
e
h
eter
o
g
en
e
o
u
s
a
n
d
h
o
m
o
g
en
e
o
u
s
p
air
s
.
T
R
E
s
wer
e
th
e
least
ep
is
o
d
es
p
r
o
d
u
ce
d
af
ter
S
E
s
an
d
L
R
E
s
.
T
h
e
p
r
ev
io
u
s
s
tu
d
ies
h
av
e
r
ep
o
r
te
d
th
at
th
e
T
R
E
s
p
r
o
d
u
ce
d
b
y
th
e
s
tu
d
en
ts
d
e
p
en
d
o
n
th
e
wr
itin
g
to
p
ic
an
d
th
e
n
atu
r
e
o
f
th
e
wr
itin
g
task
[
3
6
]
,
[
4
1
]
.
I
n
th
e
cu
r
r
e
n
t
s
tu
d
y
,
all
p
air
s
wer
e
g
iv
en
th
e
s
a
m
e
to
p
ic
wh
en
th
ey
ex
p
er
ien
ce
d
co
llab
o
r
ativ
e
wr
i
tin
g
.
T
h
e
n
u
m
b
er
o
f
T
R
E
s
was
less
th
an
th
e
o
th
er
ty
p
es
o
f
ep
is
o
d
es
s
in
ce
,
i
n
th
is
s
tu
d
y
,
t
h
e
task
was
r
ea
d
in
g
-
f
o
r
-
wr
itin
g
.
A
b
o
u
t
t
h
e
co
n
te
n
t
o
f
th
e
wr
itin
g
,
th
e
s
tu
d
en
ts
wer
e
m
u
ch
h
elp
e
d
b
y
th
e
r
ea
d
in
g
te
x
ts
th
ey
h
a
d
t
o
r
ea
d
b
ef
o
r
e
th
ey
s
tar
ted
wr
it
in
g
.
T
h
e
an
aly
s
is
o
f
th
e
SEs
r
e
v
ea
led
th
at
th
e
h
eter
o
g
en
eo
u
s
p
ai
r
s
p
r
o
d
u
ce
d
less
SEs
ep
is
o
d
es
th
a
n
t
h
e
h
o
m
o
g
en
eo
u
s
p
air
s
.
I
n
s
ec
o
n
d
lan
g
u
a
g
e
lear
n
i
n
g
,
esp
ec
ial
ly
in
co
llab
o
r
ativ
e
task
s
,
s
ca
f
f
o
ld
in
g
co
u
l
d
b
e
p
r
o
v
id
e
d
b
y
teac
h
er
s
an
d
p
ee
r
s
.
I
n
th
e
cu
r
r
en
t
s
tu
d
y
,
t
h
e
tea
ch
er
g
a
v
e
h
er
g
en
er
al
f
ee
d
b
ac
k
to
s
tu
d
en
ts
at
th
e
en
d
o
f
th
e
less
o
n
.
Ho
wev
er
,
d
u
r
in
g
p
ai
r
co
llab
o
r
ativ
e
d
ialo
g
u
es,
th
e
s
tu
d
en
ts
s
ca
f
f
o
l
d
ed
ea
ch
o
th
e
r
b
y
p
r
o
d
u
cin
g
s
ca
f
f
o
l
d
in
g
ep
is
o
d
e
s
.
I
n
ad
d
itio
n
to
th
e
ef
f
ec
tiv
en
ess
o
f
teac
h
er
s
ca
f
f
o
ld
in
g
[
4
2
]
,
p
ee
r
s
ca
f
f
o
ld
i
n
g
f
ac
ilit
ates
L
2
lear
n
in
g
[
2
0
]
,
[
4
3
]
.
Scaf
f
o
l
d
in
g
c
o
u
ld
m
o
tiv
at
e
th
e
s
tu
d
en
ts
'
m
o
tiv
atio
n
as
th
ey
g
et
im
m
e
d
iate
an
d
r
elev
a
n
t f
ee
d
b
ac
k
f
r
o
m
th
eir
p
ee
r
s
[
2
6
]
,
[
4
4
]
.
A
s
im
ilar
tr
en
d
b
etwe
en
th
e
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
e
n
eo
u
s
p
air
s
co
u
ld
b
e
o
b
s
er
v
ed
in
th
e
f
r
eq
u
e
n
cy
o
f
SEs.
I
n
th
e
two
p
air
in
g
s
,
th
e
m
o
s
t
f
r
eq
u
e
n
t
SEs
wer
e
r
ep
etitio
n
,
f
o
llo
wed
b
y
ju
s
tific
atio
n
an
d
elicitatio
n
.
T
h
is
f
in
d
in
g
is
in
lin
e
with
th
e
p
r
ev
io
u
s
s
tu
d
y
th
at
r
ep
etitio
n
was
th
e
m
o
s
t
f
r
eq
u
en
t
ep
is
o
d
e
th
at
ap
p
ea
r
ed
d
u
r
i
n
g
p
air
co
llab
o
r
ativ
e
wr
itin
g
[
2
8
]
,
[
4
5
]
.
Ma
n
y
tim
es,
th
e
s
tu
d
en
ts
in
th
is
s
tu
d
y
r
e
p
ea
ted
th
eir
p
ee
r
wo
r
d
s
o
r
p
h
r
ases
.
R
ep
etitio
n
co
u
ld
b
e
u
s
ed
as
a
co
g
n
itiv
e
s
tr
ateg
y
to
ac
q
u
ir
e
n
ew
wo
r
d
s
an
d
to
m
em
o
r
ize
u
n
f
am
iliar
ter
m
s
[
4
6
]
.
J
u
s
tific
atio
n
an
d
elicitatio
n
wer
e
ty
p
es
o
f
SEs
th
at
wer
e
less
p
r
o
d
u
ce
d
b
y
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
.
11
,
No
.
1
,
Ma
r
ch
20
22
:
43
1
-
440
438
b
o
th
h
ete
r
o
g
e
n
eo
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
.
Yet,
th
e
ap
p
ea
r
an
ce
o
f
ju
s
tific
atio
n
ep
is
o
d
es
an
d
elicitatio
n
ep
is
o
d
es
co
u
ld
s
h
o
w
th
at
th
e
p
air
s
wer
e
en
g
ag
ed
an
d
co
m
p
lem
en
ted
ea
ch
o
th
er
[
2
2
]
,
[
4
7
]
.
Su
ch
en
g
ag
e
m
en
t
co
u
ld
s
u
p
p
o
r
t
th
e
in
ten
s
iv
en
ess
o
f
p
ee
r
f
ee
d
b
ac
k
.
Pre
v
io
u
s
s
tu
d
ies
h
av
e
r
ep
o
r
ted
th
a
t
p
ee
r
f
ee
d
b
ac
k
is
ef
f
ec
tiv
e
f
o
r
E
FL
wr
itin
g
lear
n
in
g
[
4
8
]
,
[
4
9
]
.
4.
CO
NCLU
SI
O
N
T
h
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
in
d
icate
d
th
at
I
n
d
o
n
esian
E
FL
s
tu
d
en
ts
wer
e
en
g
ag
ed
in
p
r
o
d
u
cin
g
th
e
v
er
b
al
ep
is
o
d
es
wh
e
n
th
e
y
w
er
e
ass
ig
n
ed
to
wo
r
k
in
co
lla
b
o
r
ativ
e
wr
itin
g
,
r
eg
a
r
d
less
o
f
th
e
ty
p
es
o
f
th
e
p
r
o
f
icien
c
y
p
air
in
g
s
.
T
h
e
s
tu
d
en
ts
p
r
o
d
u
ce
d
th
r
ee
m
aj
o
r
ty
p
es
o
f
e
p
is
o
d
es:
L
R
E
s
,
T
R
E
s
,
an
d
SEs.
T
h
e
f
in
d
in
g
s
d
ea
lin
g
with
v
er
b
al
ep
is
o
d
es
in
t
h
e
co
llab
o
r
ati
v
e
wr
itin
g
s
u
g
g
est
th
at
t
h
e
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
th
e
s
am
e
tr
en
d
s
in
v
er
b
aliza
tio
n
ep
is
o
d
es
in
th
e
p
r
ewr
itin
g
s
tag
e,
m
o
r
e
p
ar
ticu
lar
l
y
in
T
R
E
s
.
Ho
we
v
e
r
,
th
e
d
e
g
r
ee
o
f
p
er
ce
n
tag
e
o
f
ep
is
o
d
es’
p
r
o
d
u
ctio
n
,
th
e
t
y
p
e
s
an
d
ca
teg
o
r
ies
o
f
v
er
b
al
ep
is
o
d
es v
a
r
ied
in
b
o
th
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
e
n
e
o
u
s
p
air
s
.
T
h
e
h
o
m
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
d
f
ar
m
o
r
e
ep
is
o
d
es
co
m
p
ar
ed
to
th
e
h
et
er
o
g
en
eo
u
s
p
air
s
.
Fo
r
L
R
E
s
,
th
e
h
o
m
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
d
m
o
r
e
L
R
E
s
co
m
p
a
r
ed
to
th
e
h
eter
o
g
en
eo
u
s
p
air
s
.
Stu
d
en
ts
in
b
o
th
p
air
in
g
s
p
ai
d
th
e
m
o
s
t
atten
tio
n
to
lex
is
-
f
o
c
u
s
ed
L
R
E
s
.
B
o
th
th
e
h
eter
o
g
en
eo
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
co
u
ld
s
u
cc
ess
f
u
lly
r
eso
lv
e
th
e
L
R
E
s
.
Fo
r
th
e
T
R
E
s
an
d
SEs
in
th
e
co
n
tex
t
o
f
a
r
ea
d
in
g
-
f
o
r
-
wr
iti
n
g
task
,
s
tu
d
en
ts
in
th
e
h
eter
o
g
en
e
o
u
s
an
d
h
o
m
o
g
en
eo
u
s
p
air
s
p
ai
d
r
elativ
el
y
eq
u
al
atten
tio
n
to
t
h
e
o
r
g
an
izatio
n
-
f
o
cu
s
ed
an
d
co
n
ten
t
-
f
o
cu
s
ed
T
R
E
s
.
T
h
e
h
eter
o
g
en
eo
u
s
p
air
s
p
r
o
d
u
ce
d
f
ar
less
SE
s
th
an
th
e
h
o
m
o
g
en
eo
u
s
p
air
s
.
I
n
b
o
t
h
p
r
o
f
icien
c
y
p
ai
r
in
g
s
,
t
h
e
m
o
s
t
f
r
eq
u
en
tly
p
r
o
d
u
ce
d
ca
teg
o
r
y
o
f
SEs
was
r
ep
etitio
n
,
f
o
llo
wed
b
y
ju
s
tific
atio
n
an
d
elicitatio
n
.
I
n
r
ef
e
r
en
ce
to
t
h
e
f
in
d
in
g
s
,
it
is
r
ec
o
m
m
en
d
e
d
th
at
th
e
E
FL
teac
h
er
s
ap
p
ly
p
r
o
f
icien
cy
p
air
i
n
g
s
in
th
eir
co
llab
o
r
ativ
e
w
r
itin
g
p
r
ac
tices.
I
t
is
ess
en
tial
th
at
teac
h
er
s
m
an
ag
e
th
e
p
air
in
g
;
wh
en
th
ey
m
ak
e
h
eter
o
g
en
e
o
u
s
p
air
s
,
th
e
p
r
o
f
icien
cy
s
p
ac
e
s
h
o
u
ld
n
o
t
b
e
to
o
d
is
tan
t.
Fo
r
f
u
tu
r
e
r
esear
ch
er
s
,
it
will
b
e
in
s
ig
h
tf
u
l
to
co
n
d
u
ct
f
u
r
t
h
er
s
tu
d
ies
to
j
u
s
tify
th
e
lin
k
b
etwe
en
th
e
n
u
m
b
er
o
f
ep
is
o
d
es a
n
d
th
e
lear
n
in
g
g
ain
s
.
T
h
e
s
en
s
e
o
f
b
ein
g
eq
u
al
in
ter
m
s
o
f
p
r
o
f
icien
cy
lev
el
am
o
n
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