In
te
r
n
ation
a
l Jou
rn
al
o
f E
v
al
u
a
t
i
on
a
n
d
R
e
se
arc
h
in
Ed
u
c
ation
(
IJERE
)
Vol.
8
, No. 2, J
une
201
9
,
p
p
.
2
49
~2
54
ISSN
: 2252-
88
22,
D
O
I
:
10.11
59
1
/ijer
e
.
v8i
2.
167
00
249
Jou
rn
a
l
h
o
me
pa
ge
:
ht
tp:
//i
a
e
score
.
com
/
j
o
u
r
na
l
s
/
i
n
d
e
x
.
p
hp/IJ
ERE
Exploring obstacles in languag
e learning among pr
o
spective
primary school te
a
cher
Asrial Asrial,
S
y
a
h
rial Sy
a
h
rial, D
w
i
Ag
u
s
K
u
r
n
ia
w
a
n, Ma
y
Suba
n
d
i
y
o
, N
ur
A
ma
lina
F
a
c
u
lt
y of Teach
in
g an
d E
d
u
cation,
Universit
as J
a
m
bi, Ind
on
es
i
a
Art
i
cl
e In
fo
ABSTRACT
A
r
tic
le hist
o
r
y
:
R
e
c
e
i
v
e
d
No
v
2
5
,
2
018
Re
vise
d F
e
b 12,
201
9
Ac
ce
p
t
ed
M
ar 2
5
,
2
019
In
t
h
e
i
mp
le
me
nta
tio
n
o
f
e
du
c
a
t
io
na
l
pra
c
t
ic
e
s
,
Ind
o
n
e
sia
n
i
s
u
sed
as
t
he
lan
g
u
a
ge
o
f
instru
cti
o
n
.
T
eacher
candi
dat
e
s
are
p
r
epared
t
o
h
a
v
e
lan
guag
e
com
p
etence as
t
hei
r
k
n
o
w
l
edg
e
i
n
carry
ing
o
u
t
clas
sroo
m
l
earn
i
n
g.
Im
port
a
nt
lan
g
u
a
ge
c
o
m
peten
ce
is
o
wned
b
y
a pros
pect
iv
e
elem
ent
a
ry scho
o
l
t
each
er
t
o
fa
c
ili
ta
te
c
om
m
u
n
i
c
a
tion
w
i
th
s
tud
e
nts
a
n
d
d
e
si
gn
l
e
a
r
n
i
ng
a
bo
u
t
language.
In
a
n
eff
o
rt
t
o
im
p
r
ov
e
m
a
teri
a
l
u
nd
erstan
di
ng
a
nd
m
as
tery
o
f
g
o
o
d
lan
guag
e
com
p
etence,
p
ro
sp
ectiv
e
t
eacher
s
in
P
rim
a
ry
S
ch
oo
l
T
eacher
E
du
c
a
t
io
n
h
a
ve
c
o
nstra
i
n
t
s
in
t
h
e
l
e
a
r
n
i
ng
p
roc
e
ss
i
n
te
rtia
ry
i
ns
ti
tu
tion
s
th
a
t
a
r
e
i
d
e
n
t
i
f
i
e
d
bas
e
d
o
n
n
in
e
indi
cato
r
s.
T
hes
e
i
n
d
i
cato
r
s
co
nsis
t
of
c
urri
culu
m,
p
racti
c
um
acti
v
it
i
e
s
ma
teri
als
/tools,
b
ook
s
/
m
odul
es
,
in
i
t
ial
abi
l
i
ties
of
p
ro
sp
ectiv
e
teach
ers,
l
earni
ng
r
eso
u
rces
fro
m
ou
td
oo
r
learn
i
ng
,
l
earni
ng
re
s
o
urces
f
ro
m
ou
td
oo
r
l
a
ngu
age
learn
i
n
g
,
learn
i
n
g
r
eso
u
rces
f
rom
in
do
or
l
earn
ing
,
l
earni
ng
env
i
ro
nm
ent
s
,
mo
ti
vating
teach
er
cand
i
dat
e
s,
a
n
d
t
he
a
b
i
l
i
ty
t
o
j
udg
e
y
o
u
r
se
l
f
.
Th
is
s
tu
dy
u
se
d
a
qua
lit
a
tive
r
e
s
e
a
r
c
h
a
ppro
a
c
h
.
This
study
aim
e
d
to
anal
yze
t
h
e
co
n
s
t
r
aints
st
udents
f
ace
in
I
nd
on
esian
lan
g
u
a
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c
o
mp
eten
ce.
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u
b
j
ect
i
n
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h
is
s
t
u
d
y
w
as
3
0
s
t
uden
t
s
i
n
P
ri
mary
S
choo
l
T
eacher
E
du
c
a
t
io
n.
In
de
p
t
h
in
te
rv
ie
w a
n
d d
o
c
u
me
nt
a
t
io
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te
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h
n
i
q
u
e
s
we
re
u
se
d to
c
ol
lect
dat
a.
K
eyw
ord
s
:
Lan
gua
ge
c
ompe
t
e
nce
Obstacles
P
r
ospe
ct
ive t
e
a
c
he
r
Co
pyri
gh
t © 2
019 In
stit
u
t
e
of Advanced
En
gi
neeri
n
g
an
d
Scien
ce.
All
rights
res
e
rv
ed.
Corres
pon
d
i
n
g
Au
th
or:
Asri
al
A
s
r
i
a
l
,
Fa
cult
y
o
f
T
eac
hin
g
a
nd E
d
u
c
ati
o
n
,
Jam
b
i
U
n
i
v
ersi
ty, Ja
m
bi,
Indo
nes
i
a
Em
ail:
asrial
@
u
n
j
a.a
c
.
i
d
1.
I
N
TR
OD
U
C
TI
O
N
As
a
t
ea
c
h
er,
c
o
mp
e
t
en
ce
i
s
a
sk
il
l
th
a
t
m
ust
b
e
p
o
s
s
e
ss
e
d
a
s
a
p
r
o
v
i
s
i
o
n
i
n
t
e
a
c
h
i
n
g
.
[
1
]
T
e
a
c
h
e
r
com
p
ete
n
c
e
i
s
an
i
mp
or
t
a
n
t
f
a
c
t
o
r
i
n
t
ea
c
h
in
g
a
n
d
lea
r
ni
ng
t
o
d
et
e
r
mi
ne
t
e
a
c
h
i
ng
s
u
c
c
e
ss
.
Th
e
su
cces
s
of
lear
n
i
n
g
itse
l
f
i
s
n
o
t
o
nl
y
a
sse
sse
d
b
y
t
h
e
t
e
ache
r
's
t
eac
hin
g
me
t
h
od,
b
u
t
n
ee
d
s
t
o
be
s
u
p
p
o
rte
d
b
y
lea
r
ning
me
tho
d
s,
t
e
a
c
h
in
g
ai
ds,
an
d
re
so
ur
ces.
[2]
C
o
m
p
ete
n
c
y
i
n
t
eac
hi
n
g
a
n
d
l
e
a
r
ni
n
g
i
n
han
d
l
i
n
g
t
h
e
i
n
struc
tio
na
l
proce
s
s
w
i
t
h
t
h
e
h
e
l
p
of
i
nst
r
uc
tio
na
l
m
e
th
ods,
teac
h
i
n
g
a
id
s
a
n
d
r
e
s
ou
r
ces.
Teac
hers
a
re
r
e
qui
r
e
d
t
o
b
e
abl
e
to
h
a
v
e
the
g
ood
c
o
m
p
e
t
e
n
c
e
t
o
pla
n
a
n
d
c
rea
t
e
t
e
ac
hi
n
g
t
ha
t
c
a
n
ch
a
n
ge
b
e
h
av
i
o
r
and
i
n
cre
a
se
s
tu
d
e
nt
s'
kn
ow
le
d
g
e.
[
3]
B
ec
a
u
se
t
he
q
ual
i
t
y
of
t
he
t
e
a
c
h
er
itse
l
f
is
a
n
im
p
o
rtan
t
fac
t
or
i
n
de
term
inin
g
t
h
e
be
n
e
fi
ts
t
o
stude
n
t
s
achi
e
v
e
me
nt.
Whe
n
t
e
ache
r
s
c
a
rr
y
out
l
ea
r
n
i
n
g,
e
spec
ia
ll
y
in
t
ea
c
h
ing
la
ng
ua
ge
m
ateria
l
,
t
ea
c
h
er
s
n
e
e
d
t
o
ha
ve
go
o
d
l
a
n
gu
a
g
e
kn
ow
l
e
d
g
e.
[
4]
I
n
t
h
e
use
of
l
an
g
u
a
g
e,
it
is
n
ece
ssa
ry
t
o
inv
o
lv
e
t
h
e
in
t
e
grat
i
o
n
of
kno
wl
edge
abo
u
t
l
i
n
g
u
i
s
t
i
c
form
s
and
r
eal-w
orld
r
efer
e
n
ce
k
now
le
dge
f
rom
voc
a
b
ular
y
fo
r
m
s.
L
ang
u
a
g
e
k
now
led
g
e
itse
l
f
needs
t
o
b
e
ma
ste
r
ed
b
y
t
h
e
te
ac
he
r
b
e
c
a
use
in
i
ts
d
a
ily
a
p
p
lic
a
tio
n
la
n
g
u
a
ge
i
s
a
c
o
mm
un
icat
i
on
t
o
o
l
use
d
b
y
the
g
e
nera
l
pu
b
lic.
[5
]
La
ng
ua
ge
i
s
a
to
o
l
u
se
d
for
c
o
m
mun
i
c
a
ti
on
a
nd
e
mp
h
a
si
ze
s
t
h
e
c
l
ose
rela
tio
ns
hip
be
tw
ee
n
la
ng
ua
g
e
a
n
d
s
oci
o
-c
u
l
t
u
ra
l
en
v
i
ron
m
ent.
A
s
a
p
r
o
s
p
ect
iv
e
el
emen
t
a
ry
s
ch
ool
t
eac
h
e
r,
yo
u
nee
d
t
o
le
ar
n
a
g
o
o
d
la
n
gua
ge
f
or
l
ear
nin
g
w
i
t
h
s
t
u
d
e
nt
s
a
n
d
st
u
d
e
n
t
s
w
h
o
w
an
t
to
t
a
l
k
a
bou
t
la
ng
ua
ge
.
[6]
The
proce
ss
of
l
e
a
rn
in
g
a
nd
teac
hin
g
f
o
r
e
ffect
iv
e
lea
r
ni
ng
i
s
s
u
pp
orte
d
b
y
act
i
v
itie
s,
w
i
t
h
re
flec
ti
on
a
n
d
rea
s
on
i
n
g,
c
o
l
lab
o
ra
ti
on
t
o
l
e
a
rn
w
ith
r
es
po
ns
ibi
l
ity
[
7].
D
e
vi
de
p
r
o
g
r
a
m
t
e
a
c
h
ing
pr
epar
eanc
e
i
nt
o
3
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
49
- 2
54
25
0
c
o
mp
on
en
ts
l
an
gu
ag
e,
s
c
i
e
n
ce,
a
n
d
p
r
a
c
t
i
c
e
t
h
at
a
re
c
o
n
n
e
c
t
e
d
w
i
t
h
la
n
gua
ge
s
ki
ll,
s
pec
i
a
l
k
n
o
w
l
ed
ge
a
n
d
peda
g
o
g
y
a
nd
t
he
ir
t
ea
ch
i
ng
a
b
il
it
y
[8]
.
T
he effec
ti
ve
ness o
f
l
ea
rnin
g
ca
n
b
e
m
ea
su
red
by
t
h
e
l
ev
el
o
f
st
ud
e
n
t
ac
hi
e
v
em
en
t.
S
ucc
e
ss i
n
the
l
e
sso
n is m
easur
ed by
the
le
ve
l
of
st
u
d
en
t e
n
try.
I
n
a
n
e
f
for
t
t
o
impr
o
v
e
m
a
ter
i
a
l
u
n
d
e
r
st
and
i
ng
a
n
d
m
astery
o
f
l
a
n
gu
ag
e
co
mpet
e
n
c
e
w
el
l
,
pros
pec
t
i
v
e
te
ache
r
s
in
P
ri
m
a
ry
S
chool
T
ea
cher
E
d
u
c
a
ti
o
n
h
a
v
e
c
o
n
s
t
r
a
in
ts
i
n
th
e
le
arni
n
g
p
ro
ce
ss
i
n
un
ive
r
si
t
i
e
s
t
h
a
t
are
i
d
e
n
t
i
fi
ed
b
ased
o
n
9
i
n
d
i
cat
ors.
T
he
se
i
nd
ica
t
o
r
s
c
onsis
t
of
c
urricu
lum
,
p
rac
t
i
c
u
m
ac
t
i
v
i
ti
e
s
m
a
t
e
r
ials
/to
ol
s,
b
ooks
/m
od
ule
s
,
i
n
itia
l
a
b
i
l
i
ties
o
f
p
r
o
spec
t
i
v
e
te
ache
r
s,
l
e
a
rn
i
n
g
r
e
so
urce
s
from
ou
tdo
o
r
le
a
r
ni
ng,
l
ear
n
i
n
g
r
e
s
o
u
r
ces
f
r
o
m
o
u
t
door
l
a
n
g
u
a
g
e
lear
nin
g
,
le
arn
i
ng
res
o
urce
s
from
in
do
or
lear
n
i
n
g
,
lear
ni
ng
e
nvir
onm
en
ts,
m
o
t
i
va
t
i
n
g
t
e
ache
r
c
a
n
d
i
d
a
t
e
s,
a
nd
the
a
b
i
lit
y
to
j
u
d
ge
y
o
u
rsel
f.
S
o
t
h
at
a
ll
the obs
tac
l
e
s
t
hat a
r
ise in
t
he
lea
rn
in
g proc
e
s
s of pro
spec
t
i
v
e
primary s
chool
t
eac
hers gre
a
t
l
y
affe
c
t th
eir
leve
l
of
u
n
d
e
r
st
a
n
d
i
ng
o
f
t
h
eir
l
a
ng
ua
ge
c
om
pete
nc
e.
S
o
tha
t
t
he
se
o
b
st
a
c
l
es
n
ee
d
to
b
e
ov
e
r
come
a
n
d
impro
v
e
m
e
n
ts
w
il
l
be
m
ade
in
t
he
f
u
t
ur
e
be
c
a
use
t
h
ey
w
i
l
l
affec
t
t
h
e
lea
r
ni
n
g
p
roce
ss
w
he
n
the
pro
s
pe
cti
v
e
teac
her
has be
e
n
te
ach
i
ng
in
s
c
h
o
o
l.
2.
RESEARCH
M
ETH
O
D
Th
is
s
t
u
dy
use
d
a
q
ual
i
t
at
i
v
e
r
e
sea
r
ch
a
ppro
a
ch.
Q
u
a
lita
t
i
v
e
r
e
sea
r
ch
i
s
us
ed
t
o
e
x
p
l
ore
a
nd
c
o
mpa
r
e
in
div
i
dua
ls
o
r gro
ups
r
ela
t
ed
t
o
s
o
cia
l
or
hu
m
a
n
pr
o
b
l
e
m
s.
T
h
i
s
s
t
u
dy
a
i
m
s
to
a
na
l
y
ze
t
he c
on
st
r
a
in
t
s
stude
nts
fa
ce
i
n
I
n
d
o
n
e
s
ia
n
lan
g
u
age
com
p
ete
n
c
e
[
9
].
T
he
s
am
ple
i
n
t
his
s
t
ud
y
w
e
re
s
tu
den
t
s
i
n
P
rim
a
ry
S
c
hoo
l
Tea
c
her
Ed
uc
a
t
i
o
n
w
ith
a
t
ota
l
o
f
3
0
r
e
s
po
nde
n
t
s.
T
he
s
am
pl
i
n
g
t
e
c
h
n
i
que
i
n
t
h
e
stud
y
used
a
r
a
n
d
o
m
sam
p
lin
g
te
ch
ni
q
u
e.
D
ata
c
o
l
l
ec
t
i
o
n
t
ec
h
n
i
q
u
e
s
u
se
d
are
in
terv
i
ew
s
a
n
d
d
o
c
u
me
nta
t
i
on.
I
n
t
erv
i
e
w
s
w
e
re
c
o
ndu
c
t
ed
w
i
t
h
st
ud
en
ts
a
t
e
l
emen
t
a
ry
s
cho
o
l
t
e
ach
e
r
e
du
c
a
t
io
n
pr
o
g
ra
m
F
a
c
u
l
t
y
o
f
T
ea
cher
T
r
a
i
n
ing
an
d
Ed
uca
t
i
on
Ja
mbi
U
n
i
v
e
r
sit
y
u
s
i
n
g
s
truc
tur
e
d
i
n
terv
iew
te
chn
i
que
s.
T
he
pur
pose
o
f
t
he
i
n
t
e
r
v
i
ew
w
as
t
o
ob
ta
in
i
n-
de
pt
h
in
form
at
i
o
n
r
e
late
d
t
o
t
he
c
on
stra
i
n
ts
t
ha
t
s
t
u
de
nt
s
of
P
r
i
m
a
r
y
S
c
hoo
l
Te
ac
he
r
Ed
u
c
a
tio
n
f
a
c
e
d
i
n
In
done
si
an
l
a
ngu
ag
e
l
e
ctu
r
es.
Dat
a
a
n
a
ly
sis
i
n
t
his
s
t
ud
y
u
s
e
s
t
he
a
n
a
ly
s
i
s
o
f
M
i
l
e
s
an
d
Hube
rman
.
The
s
t
e
p
s
of
M
iles
a
n
d
H
u
berm
an
a
na
l
y
s
i
s
a
r
e
1)
D
a
t
a
reduc
tio
n,
w
h
i
ch
i
s
th
e
pro
c
ess
o
f
s
um
ma
rizi
ng,
selec
t
i
n
g the
m
a
in
t
h
i
ngs,
foc
u
sin
g
on
impor
ta
nt
t
hi
n
g
s, lo
o
k
i
n
g for them
e
s
an
d
pa
t
te
rn
s, in
th
is s
t
u
d
y
t
h
e
da
t
a
col
l
ec
te
d
is
b
a
s
e
d
o
n
c
o
nstra
i
nts
fa
ce
d
by
s
ch
oo
l
tea
c
h
er
e
d
u
ca
tio
n
st
ud
ent
s
b
asi
c
i
n
l
e
c
t
u
r
e
s
.
2
)
D
i
s
p
l
ay
D
a
ta,
w
h
ich
i
s
t
he
p
rese
n
t
a
t
i
o
n
o
f
d
a
t
a
base
d
on
t
h
e
resu
lts
o
f
t
h
e
r
e
duc
t
i
o
n
o
f
t
h
e
data
t
h
a
t
is
o
bt
ai
ne
d
w
h
en
the
da
ta
i
s
d
i
sp
laye
d,
t
he
d
is
p
l
ay
can
b
e
e
i
the
r
n
ar
rative
or
d
escrip
ti
ve.
3)
C
onc
lusi
o
n
D
raw
i
n
g
/
V
e
r
ific
ati
o
n,
nam
e
ly
t
he
p
r
o
c
e
ss
o
f
d
ra
w
i
ng
c
o
n
c
l
u
s
i
o
n
s
ba
se
d
on
d
a
t
a
re
duc
ti
o
n
a
nd
s
ub
se
q
u
e
n
t
dat
a
d
is
pla
y
i
n
dr
aw
in
g
conc
l
u
s
i
o
n
s
is
a
n
ew
d
i
s
c
ove
ry tha
t
has ne
ve
r
before
e
xi
s
t
e
d
.
3.
RESULT
AND
DI
SC
USSI
ON
I
n
t
e
rv
iew
resu
lts
o
f
pro
s
pe
c
t
i
v
e
teac
her
ca
ndi
date
s
for
a
n
al
ys
i
s
in
i
mp
rov
i
n
g
I
nd
on
e
s
ia
n
ca
n
be
answe
r
ed
a
s:
a.
G
o
o
d
c
a
t
e
gor
y
:
I
e
nj
oy
l
e
arn
i
ng
In
d
ones
i
a
n
i
n
t
h
e
Jam
b
i
U
n
i
v
er
s
it
y
elem
entar
y
s
c
h
oo
l
t
e
a
c
he
r
educa
t
i
on
and
tea
c
h
er
e
d
u
ca
ti
on
p
ro
gra
m
b
ec
ause
I
s
tu
d
y
d
i
l
i
g
e
n
t
l
y
t
o
g
e
t
a
n
a
w
a
rd
f
or
I
nd
one
si
an
l
a
ngua
ge
n
i
g
ht
eye
s
.
I
trie
d
to
f
i
n
ish
t
h
e
tas
k
on
t
i
me
b
u
t
a
ls
o
sa
w
the
qua
li
ty.
In
d
ones
i
a
n
L
an
gua
ge
l
e
c
t
urer
s
c
a
n
de
li
v
e
r
m
a
terial
a
cc
ur
atel
y
a
nd
in
a
cc
orda
nc
e
w
ith
t
he
R
P
S
(
S
e
m
e
ster
L
e
arni
ng
P
l
a
n
)
.
I
a
l
s
o
w
a
n
t
t
o
use
th
e
deta
i
l
s w
e
l
l
a
n
d
the
v
a
l
ue
g
i
v
e
n
is i
n
a
ccor
d
a
n
ce
w
it
h th
e c
a
pa
bi
li
tie
s.
(
stu
d
en
t
inter
v
i
e
w
Ma
y
17,
201
8)
b.
No
t
go
od
c
a
t
eg
o
r
y
:
I
d
o
n
't
lik
e
l
e
arni
ng
I
nd
on
e
s
i
a
n
bec
a
u
s
e
I
h
a
v
e
n
o
i
n
t
er
est
i
n
l
ear
nin
g
I
n
d
o
n
es
i
a
n
a
t
our
s
c
h
o
o
l
I
PA
b
ec
ause
i
n
our
e
ye
s
t
h
e
IP
A
is
o
ften
p
ra
ctic
ed.
T
h
e
a
s
s
i
g
n
m
e
n
t
s
I
g
a
v
e
w
e
r
e
d
o
n
e
.
I
n
add
i
tio
n,
i
n
I
n
d
o
n
es
ian
La
n
gua
ge
c
ourses
,
n
o
t
s
u
p
p
o
rte
d
by
l
a
n
g
uag
e
f
aci
l
itie
s
be
ca
use
In
do
nes
i
a
n
fa
ci
lit
ies
are
n
o
t
ye
t
a
v
a
i
l
a
b
l
e
f
o
r
fac
ili
tie
s
suc
h
a
s
ear
ph
on
e
s
,
bar
ta
bles,
ta
pe
o
r
V
C
D
no
t
ye
t
a
v
a
ila
b
l
e
in
the
e
d
uca
t
i
o
n
pr
ogr
am
f
or
e
le
me
ntary
sc
h
o
o
l
tea
c
h
ers
o
f
t
he
T
e
a
ch
i
n
g
a
nd
Ed
uca
tio
n
F
a
c
u
lty
o
f
Ja
mbi
U
n
i
v
ersi
ty (st
u
d
en
t i
n
ter
v
iew
Ma
y 17,
20
1
8
)
as show
n
i
n
T
able
1
.
Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
u
c
.
IS
S
N
:
2252-
88
22
Exp
l
o
r
in
g
ob
st
a
c
l
e
s i
n
lan
guag
e
l
e
ar
nin
g
:
p
r
o
s
pe
cti
v
e
p
r
i
m
a
r
y
sc
ho
ol
t
e
a
c
h
e
r in
In
d
o
n
e
sia
(Asri
al
)
25
1
Ta
b
l
e 1.
D
e
s
c
r
i
p
t
i
on
s of e
l
e
m
e
nt
a
r
y te
ache
r
e
duca
t
io
n pro
g
r
a
m
’s
stude
nt c
ons
tra
i
n
t
s i
n
i
m
p
rov
i
n
g
Ind
ones
i
a
n
l
a
n
gua
ge
c
om
pe
te
nce
.
Indic
a
tors
N
u
m
be
r
of
r
e
s
p
onde
nts
C
o
lle
g
e
S
tud
e
nt
(
n =
30)
Stude
nt
c
ur
ric
u
lum
for
Prim
a
r
y
Sc
hool
Tea
c
h
e
r
E
duca
tio
n
f
o
r
t
h
e
i
m
provem
e
nt
o
f
I
n
d
one
sia
n
La
nguage
T
h
e
I
ndone
s
i
a
n
l
a
ngua
g
e
c
urr
i
c
u
lum
u
s
e
d
i
n
th
e
Study
P
rog
r
am
o
f
Prim
a
r
y
Sc
hool
T
e
a
c
h
e
r
E
du
c
a
t
i
on
is
good
e
n
o
u
gh,
but i
n
its
a
pp
lica
tion,
som
e
l
ec
tur
e
rs
s
ti
ll
do
not
a
djust
to
t
he
c
h
a
ra
ct
e
r
i
s
tic
s
a
nd
n
ee
ds
o
f
stude
n
t
s.
Ma
te
ri
a
l
s
/tools
f
o
r
p
r
a
c
ti
c
u
m
ac
ti
vit
i
e
s
on
I
n
do
n
e
s
i
an
l
an
g
u
a
g
e
co
m
p
et
e
n
c
e
i
n
P
r
i
m
a
r
y
Sc
hoo
l
Te
ac
h
e
r
E
duc
a
tion
on
I
n
d
one
sia
n
la
ngua
g
e
c
o
m
p
e
t
e
nce
Ma
te
ri
a
l
s/tools
fo
r
pr
a
c
t
i
c
u
m
ac
tivi
tie
s
on
Indone
si
an
c
o
m
p
e
t
e
n
ce
i
n
Prim
a
r
y
Sc
hool
T
e
a
c
h
e
r
E
duc
a
t
i
o
n
a
r
e
not
a
de
qu
a
t
e
b
e
c
a
u
s
e
t
he
la
n
gua
g
e
room
f
ac
iliti
e
s
a
r
e
not spec
i
fica
ll
y
a
v
a
i
l
a
bl
e
.
B
ook/
I
n
done
sia
n
l
a
ngua
g
e
m
odul
e
i
n
P
rim
a
r
y
Sc
hoo
l
T
e
ac
h
e
r E
duca
tion
B
ooks
o
r
m
odule
s
i
n
the
Prim
a
r
y
Sc
hool
T
ea
c
h
e
r
E
duca
tion
libra
r
y
ar
e
inc
o
m
p
l
e
t
e
f
r
o
m
som
e
b
o
oks
t
ha
t
stude
nts
m
u
st
buy
t
h
e
m
s
e
l
ve
s
.
I
n
a
ddit
i
on,
m
odul
e
s
c
ont
a
i
ning
in
t
he
l
i
b
r
a
r
y
a
r
e
s
til
l m
a
n
y
o
ld
e
d
itions.
Stude
nts'
i
ni
tia
l
a
b
ili
t
y
i
n
pr
i
m
a
r
y
s
c
hool
tea
c
h
e
r
e
du
ca
tion
i
n
I
nd
one
sia
n
T
h
e
initia
l
a
b
i
lity
o
f
I
ndo
ne
si
a
n
l
angua
ge
c
o
m
p
e
t
e
nc
e
for
e
l
em
e
nt
a
r
y
sc
hool
t
e
a
c
h
e
r
e
duca
tion
stud
e
n
ts
i
s
stil
l
insuf
f
ic
ie
nt,
b
u
t
t
h
e
k
now
l
e
dge
the
y
h
a
v
e
m
u
st
b
e
de
v
e
lope
d
a
g
a
i
n
be
ca
us
e
,
a
t
th
e
high
sc
hool,
st
ud
e
n
ts
ha
v
e
no
int
e
re
st
i
n le
a
r
ning
I
ndo
ne
si
an
i
n
de
pth.
Lea
r
ning
re
sour
ce
s
(
outdoo
r
lea
r
ning)
,
e
l
e
m
e
n
t
a
ry
s
c
hool
t
e
a
c
h
e
r
e
du
ca
tion
st
ude
nts
tow
a
rds
I
ndone
sian
l
a
ngua
g
e
c
o
m
p
e
t
e
n
c
e
O
u
tdoo
r
lea
r
ni
n
g
r
e
s
ource
s
us
e
d
b
y
e
l
em
e
n
t
a
ry
s
c
hool
t
ea
c
h
e
r
e
d
uca
tion
stude
n
t
s
a
r
e
r
a
r
e
l
y
u
se
d
bec
a
u
s
e
I
nd
one
si
a
n
l
a
ngua
g
e
l
ea
r
n
ing
i
s
m
o
re
ofte
n
c
a
r
r
i
e
d
out
i
n
the
c
l
a
ssroom
.
Lea
r
ning
re
sourc
e
s
(
indoor
l
ea
rn
i
ng)
,
e
l
e
m
e
n
t
a
ry
s
c
hool
t
e
a
c
h
e
r
e
du
ca
tion
st
ude
nts
tow
a
rds
I
ndone
sian
l
a
ngua
g
e
c
o
m
p
e
t
e
n
c
e
Indoo
r
le
a
r
ning
re
sourc
e
s
u
s
e
d
by
e
lem
e
nt
a
r
y
s
c
hoo
l
tea
c
h
e
r
e
du
ca
tion
stude
n
t
s
a
r
e
a
d
e
qua
te
but
l
a
c
k
ing
i
n
d
e
v
e
l
oping
Ind
one
si
a
n
l
a
n
g
ua
g
e
co
m
p
e
t
e
n
c
e
b
e
c
a
u
s
e th
e
l
ear
n
i
n
g
r
e
s
o
u
r
ce
s
u
s
ed
a
r
e
l
es
s
v
a
r
i
ed
.
T
h
e
l
e
a
r
ning
e
n
vironm
e
n
t
of
e
l
e
m
e
nt
a
r
y
sc
hool
t
e
a
c
h
e
r
e
duc
a
t
i
on
s
t
ude
nts
tow
a
r
d
s
I
n
do
n
e
s
i
an
l
an
g
u
a
g
e
co
m
p
et
e
n
c
e
Ba
s
e
d
on
l
e
a
r
ning
e
n
vi
r
onm
e
n
t
a
l
in
dica
tors,
th
e
obstac
l
e
s
t
h
a
t
st
u
d
e
n
ts
fac
e
i
n
l
a
ngua
g
e
l
e
c
t
ur
e
s
a
r
e
t
ha
t
th
e
r
e
a
r
e
st
ill
s
o
m
e
c
l
a
ss
e
s
t
h
a
t
ar
e
n
o
t
phy
sica
ll
y
good
b
e
c
a
u
s
e
o
f
inc
o
m
p
le
t
e
c
l
a
ssroom
e
q
u
i
pm
e
n
t
su
c
h
as
li
m
i
t
e
d
use
of
O
H
P
a
nd
c
l
a
ssr
oo
m
m
a
n
a
g
e
m
e
nt
s
tra
t
e
g
i
e
s
th
a
t
h
a
v
e
b
een
c
onduc
t
e
d
in
l
a
ngua
g
e
c
ourse
s
ha
v
e
not
v
a
r
i
e
d.
T
h
e
m
o
t
i
v
a
ti
on
of
e
lem
e
nt
a
r
y
s
c
hool
t
ea
c
h
e
r
e
d
u
c
a
t
i
o
n
stude
nts
tow
a
rds
I
ndone
sia
n
la
ngua
g
e
c
o
m
p
e
t
e
nce
Lac
k
o
f
high
m
o
ti
va
tion
to
i
m
p
rov
e
I
ndone
si
a
n
l
a
ngua
g
e
c
o
m
p
e
te
n
ce
,
bec
a
u
s
e
i
t
only
a
cce
pts
w
h
a
t
s
our
c
e
s
a
r
e
g
iv
e
n
w
ithout
d
e
v
e
l
op
i
ng
them
.
Abi
lity
t
o
judge
s
t
ude
nts
of
e
l
e
m
e
nt
a
r
y
s
c
hool
tea
c
h
e
r
e
du
ca
tion
f
o
r
In
done
si
a
n
l
a
ngua
g
e
co
m
p
e
t
en
ce
Stude
nts
find
it
di
f
f
ic
ul
t
to
m
e
a
s
ur
e
the
i
r
a
b
il
iti
e
s
s
o
tha
t
t
he
i
r
a
bilitie
s
do
not
d
e
v
e
l
op.
N
ot
i
nfre
que
ntl
y
s
tude
nt
s
a
t
t
he
t
i
m
e
of
l
a
ngua
g
e
lea
r
ning
do
not
h
a
v
e
pr
e
p
a
r
a
t
ion
for
le
a
r
ni
ng
t
o
b
e
le
a
r
n
e
d
so
t
h
a
t
s
e
lf
-e
va
l
u
a
t
i
on
of p
rior
l
e
a
rning
is
not
c
a
r
rie
d
out.
Te
ac
h
e
r
can
di
date
s
ar
e
pr
ep
ar
ed
t
o
ha
ve
l
ang
u
a
g
e
com
p
ete
n
c
e
a
s
t
h
e
i
r
kn
ow
le
d
g
e
i
n
c
arryin
g
ou
t
classro
o
m
l
e
arni
n
g
.
Espec
i
a
l
l
y
i
n
te
rms
of
m
asterin
g
t
he
s
truc
t
ur
e
o
f
l
a
n
g
u
a
g
e
an
d
gra
m
m
a
r.
[
10]
T
h
e
pri
o
rit
y
o
f
m
a
s
t
eri
ng
la
ng
ua
g
e
l
e
a
rn
in
g
is
t
he
m
astery
o
f
the
l
a
n
gua
ge
s
t
r
uc
t
u
r
e
a
nd
in
t
he
l
e
a
rn
i
ng
proc
ess,
the
em
pha
s
i
s
o
n
t
he
m
eani
n
g o
f
l
a
n
g
u
a
g
e its
elf is
s
ee
n
a
s
a
l
ow
er
g
oal.
[
11
]
In
l
ang
u
a
g
e
l
e
a
r
ni
ng
s
t
ude
n
t
s
a
r
e
expe
c
t
e
d
t
o
be
a
b
l
e
t
o
i
m
p
ro
ve
t
he
ir
g
ra
mm
atica
l
c
om
pe
tence
t
o
be
u
s
e
d
as
a
m
eans
of
c
omm
unic
a
ti
o
n
.
If
p
r
o
s
p
e
ct
iv
e
t
each
e
r
s
t
u
d
e
n
t
s
h
a
v
e
m
a
s
t
e
ry
o
f
l
a
ng
u
a
g
e
c
omp
e
t
e
n
c
e,
t
h
e
p
ro
sp
e
c
t
i
v
e
t
e
ach
e
r
w
il
l
h
a
v
e
good
com
m
unic
a
t
io
n
sk
i
l
l
s
t
o
c
a
r
r
y
o
u
t
c
la
ssroom
l
ear
n
i
n
g
.
[1
2]
E
x
p
e
rti
s
e
i
n
l
a
n
gu
ag
e
p
r
o
b
l
e
ms
r
e
l
a
t
e
d
t
o
teac
h
i
ng
a
n
d
l
e
a
r
ni
ng
i
s
i
m
por
tan
t
f
or
a
ll
e
duca
t
o
r
,
m
o
re
a
s
a
pe
rcent
a
ge
l
an
g
u
ag
e
lea
r
nrs
and
dia
l
ec
t
lan
g
u
age
spe
a
k
er
s
are
i
n
c
r
ea
sing
a
m
o
ng
st
ude
n
t
.
[5]
Lang
ua
ge
i
s
a
t
o
o
l
u
se
d
for
c
o
mm
unic
a
t
i
o
n
an
d
em
phas
i
zes
t
he
c
l
o
se
re
l
a
t
i
ons
hi
p be
tw
e
e
n la
ng
ua
ge a
nd s
o
cio-c
u
lt
ura
l
e
n
v
ir
onm
en
t.
To
a
c
h
ie
ve
g
o
od
ma
s
t
e
r
y
of
l
a
n
gua
ge
c
o
m
pe
t
e
nc
e,
t
he
i
m
p
l
e
me
nta
t
i
o
n
of
t
h
e
l
an
gu
a
g
e
l
e
a
r
ni
ng
c
u
rri
c
ul
u
m
a
t
El
e
m
e
n
t
a
ry
S
ch
ool
T
ea
ch
er
E
du
ca
ti
o
n
Pro
g
r
am
(
PGS
D
)
J
a
m
b
i
U
n
i
v
e
r
s
i
ty
t
h
a
t
p
r
o
s
p
e
c
t
i
v
e
teac
her
s
t
ude
n
t
s
m
u
st
t
a
k
e
4
la
ng
ua
ge
c
our
se
s,
n
am
ely
1.
I
nd
o
n
e
s
i
an
:
a
i
m
s
t
o
pre
p
are
pr
osp
e
ct
ive
te
ac
he
rs
t
o
be
a
bl
e
to
u
se
t
h
e
I
nd
o
n
es
i
a
n
l
a
n
g
u
age
pr
op
e
r
ly
a
n
d
c
or
rec
t
l
y
;
2.
E
n
h
a
nc
i
n
g
I
n
do
ne
si
a
n
L
a
n
g
u
a
g
e
S
k
il
l
s
w
h
ic
h
aim
t
o
i
m
p
rove
t
he
I
n
d
o
n
es
ia
n
la
n
g
u
age
s
k
il
l
s
o
f
pros
pect
i
v
e
te
ac
hers
d
e
v
e
l
o
p
e
d
t
h
ro
ug
h
l
i
st
eni
n
g,
rea
d
i
n
g
,
s
pe
ak
in
g,
w
rit
i
ng
a
nd
a
p
prec
i
a
tin
g
liter
a
ry
w
or
ks
f
or
c
h
il
dre
n
;
3.
I
ndo
ne
sia
n
L
a
n
g
u
a
g
e
an
d
Li
t
e
rat
u
re
E
d
u
c
a
ti
o
n
i
n
Elem
entar
y
S
cho
o
l
s
w
i
t
h
t
he
a
im
o
f
lea
r
n
i
n
g
I
nd
one
sia
n
l
an
g
u
a
g
e
l
e
ar
n
i
n
g
s
t
r
ateg
ies
to
i
m
p
rove
t
h
e
d
e
v
e
l
o
p
m
e
n
t
o
f
s
p
oke
n
a
n
d
w
r
i
tte
n
la
n
g
u
age
4.
I
n
do
nesi
a
n
L
ang
u
a
ge
L
e
a
rni
n
g
M
o
d
e
l
i
s
aim
e
d
a
t
s
tude
nts
hav
i
ng
g
o
o
d
c
o
mpe
t
e
n
c
e
w
he
n
t
e
a
c
h
i
ng
p
ra
c
t
i
c
e
b
eca
u
s
e
th
e
y
h
av
e
u
n
d
e
rst
o
o
d
v
ario
us
lear
n
i
n
g
m
ode
ls
a
n
d
m
e
t
h
o
d
s.
T
he
l
oa
di
ng
of
l
a
n
gua
ge
c
om
pe
tenc
e
i
n
t
o
the
c
u
rric
u
lum
sho
w
s
tha
t
Ind
ones
i
a
n
L
ang
u
a
g
e
com
p
e
t
enc
e
is
an i
nd
i
cator
o
f
suc
ces
s in
i
m
pro
v
i
n
g a
tea
c
her
'
s
pr
ofessi
ona
l a
b
ili
ty
.
Base
d
o
n
t
he
r
e
s
ul
ts
o
f
t
h
e
in
ter
v
ie
w
s
,
the
c
o
nstra
i
n
t
s
face
d
b
y
E
l
e
m
e
n
t
a
ry
S
ch
oo
l
Te
ac
her
Ed
uca
t
i
on
P
r
ogr
am
(
P
G
S
D
)
st
ude
n
t
s
in
i
m
p
ro
vi
n
g
I
nd
one
si
a
n
l
a
n
g
u
ag
e
co
mp
et
e
n
c
e
were
c
a
u
se
d
by
v
a
r
i
o
u
s
fa
ct
ors.
T
he
f
ol
l
o
w
i
ng
w
ill
e
x
p
l
a
i
n
t
h
e
o
b
s
tac
l
e
s
f
ac
e
d
by
st
ud
e
n
ts
i
n
im
prov
in
g
l
a
ng
ua
ge
c
om
p
e
tenc
ie
s
w
h
ic
h
ha
ve
s
o
fa
r
be
en
i
de
nt
ifie
d
base
d
o
n
9
i
n
d
i
ca
tor
s
.
The
s
e
i
n
dica
to
rs
c
onsi
s
t
of
c
urricu
lum
,
p
rac
t
ic
u
m
ac
t
i
v
i
ti
e
s
m
a
t
e
r
ials
/to
ol
s,
b
ooks
/m
od
ule
s
,
i
n
itia
l
a
b
i
l
i
ties
o
f
p
r
o
spec
t
i
v
e
te
ache
r
s,
l
e
a
rn
i
n
g
r
e
so
urce
s
from
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
49
- 2
54
25
2
ou
tdo
o
r
le
a
r
ni
ng,
l
ear
n
i
n
g
r
e
s
o
u
r
ces
f
r
o
m
o
u
t
door
l
a
n
g
u
a
g
e
lear
nin
g
,
le
arn
i
ng
res
o
urce
s
from
in
do
or
lear
n
i
n
g
,
lea
r
ni
ng
e
n
v
i
ro
nm
en
ts, m
oti
v
a
t
ing
te
ac
her
cand
i
da
tes,
a
n
d
t
he a
bili
t
y
to j
u
d
g
e
your
sel
f
.
The
s
u
cce
ss
o
f
t
h
e
la
ng
ua
ge
l
e
a
rni
ng
c
u
r
r
ic
ul
um
r
efe
r
s
to
t
he
o
utp
u
t
or
l
ea
rni
ng
o
u
t
c
o
m
e
s
i
n
ter
m
s
of
p
er
form
anc
e
,
c
om
petenc
e
or
s
k
ills.
In
l
a
n
gua
ge
t
e
a
c
h
i
n
g
,
i
np
u
t
r
efers
t
o
t
he
l
i
n
guis
tic
c
on
te
nt
o
f
a
c
our
se
.
It
s
e
e
m
s
n
at
ura
l
t
o
a
ssum
e
t
hat
be
fore
w
e
ca
n
tea
c
h
l
a
n
g
u
age,
w
e
ne
e
d
t
o
dec
i
de
w
ha
t
to
t
eac
h.
B
a
s
e
d
o
n
lan
g
u
age
lea
r
ni
n
g
c
urricu
l
u
m
ind
i
ca
tors,
the
ob
stac
le
s
fa
ce
d
by
s
t
uden
t
s
du
ri
ng
l
e
c
t
u
re
s,
n
amel
y
th
e
implem
e
n
ta
t
i
o
n
o
f
l
e
ct
ures
t
h
a
t
ha
ve
b
ee
n
g
o
i
n
g
o
n
s
o
fa
r
a
r
e
c
o
n
s
i
d
e
r
e
d
o
nl
y
by
d
el
iv
eri
n
g
t
h
e
o
ri
es
t
h
r
ough
lect
ure
s
t
o
lea
r
n
th
e
lan
g
u
age
as
know
l
e
d
g
e
[
13].
In
t
his
c
a
s
e,
t
h
e
a
sp
e
c
t
s
of
I
ndo
n
e
s
i
an
l
an
gu
ag
e
l
e
arn
i
ng
ski
l
l
s
h
av
e
not
b
e
e
n
opt
i
m
all
y
a
pp
li
ed
.
P
r
ese
n
t
a
tio
n
o
f
m
at
eri
a
l
re
gardi
ng
l
i
n
g
u
i
s
tic
a
spec
ts
i
s
c
o
ns
ide
r
ed
bor
in
g bec
a
u
se
s
t
u
de
nts
at t
he
s
e
c
on
dar
y
sch
oo
l le
ve
l
h
a
ve
o
b
t
a
ine
d
i
t.
In
t
h
e
l
ea
rn
ing
p
r
o
c
e
ss
th
ere
a
r
e
t
h
ree
do
ma
i
n
s,
i
n
a
ddi
ti
on
t
o
t
he
c
og
n
i
t
i
ve
a
n
d
a
ffe
c
tive
a
s
pe
ct
s,
there
ar
e psyc
h
o
mot
o
r aspec
t
s
. Whi
le
i
n
the
psy
c
h
o
m
o
to
r
a
s
pe
c
t
s
t
ha
t c
a
n
not
b
e se
para
t
e
d from t
h
e c
o
g
n
it
ive
and
a
ffe
c
t
ive
aspe
c
t
s
ca
n
be
d
o
n
e
t
h
ro
ug
h
prac
ti
c
u
m.
E
spec
i
a
ll
y
i
n
la
n
gua
g
e
l
ea
rni
n
g,
p
ra
cticum
c
a
n
b
e
ca
rried
o
u
t
i
n
lab
o
r
la
ng
ua
ge
[
14].
La
ng
ua
g
e
l
a
b
orat
ory
(LL)
i
s
a
n
elec
tr
onic
dev
i
c
e
d
e
s
igne
d
t
o
a
ssi
s
t
t
h
e
lear
n
i
n
g
p
r
o
se
s
bec
o
me
e
a
s
ie
r
[1
5].
Lang
u
a
ge
l
ab
ora
t
or
i
e
s
ha
ve
bec
o
m
e
a
c
om
mon
gr
ou
nd
for
a
ll
te
ac
h
i
n
g
me
tho
d
s
a
nd
ha
ve
b
e
e
n
em
brac
ed
b
y
ma
ny
ins
t
i
t
u
tio
ns
b
e
cause
t
he
y
a
r
e
seen
a
s
e
f
fec
t
i
v
e
ass
i
s
t
a
n
c
e
t
o
deve
l
o
p
i
ng
c
o
m
m
uni
c
a
t
i
v
e
s
k
i
lls
t
hat
com
b
ine
fu
n
a
n
d
ed
uc
at
ion.
B
a
s
ed
o
n
i
n
di
ca
to
rs
o
f
ma
t
e
ri
al
s/
too
l
s
of
p
r
a
c
ti
cu
m
a
c
tiv
it
i
e
s,
t
h
e
c
ons
t
r
ain
t
s
th
at
s
tu
d
e
nt
s
f
a
c
e
duri
n
g
l
a
n
gua
ge
l
ect
ure
s
a
re
t
h
e
a
bse
n
ce
o
f
la
ng
ua
ge
lab
o
ra
tory
f
ac
i
l
i
t
i
es
o
r
la
n
gua
ge
s
pace
s
spec
ific
a
lly.
S
o
t
ha
t
for
the
use
o
f
c
om
ple
t
e
n
ess
in
l
ab
or
l
a
n
g
u
a
g
e
s
suc
h
a
s
ear
ph
one
s,
D
V
D
,
tabl
es
a
nd
o
t
hers
s
t
u
de
nts
ca
n
n
o
t
ac
ces
s
bec
a
u
se
t
he
f
ac
il
it
i
e
s
a
r
e
not
y
e
t
a
v
a
i
l
a
b
l
e
.
S
o
i
t
i
s
f
ea
red
t
h
at i
t ca
n c
a
use
stu
d
en
t la
ngua
ge
s
k
i
l
l
s
t
o
be
n
ot
op
t
i
m
a
l
.
Ar
yani in i
m
p
l
em
entin
g Ind
o
n
es
ian l
a
n
g
u
ag
e lear
nin
g
,
the role o
f
mo
dul
es
i
s
n
e
ed
e
d
.
The
mo
d
u
l
e
i
n
se
v
e
ra
l
sc
hoo
ls
u
sed
a
s
t
h
e
p
ri
ma
ry
s
o
u
rce
s
i
n
con
d
u
c
t
i
n
g
t
each
in
g
a
n
d
l
e
a
r
n
i
ng
a
ct
ivi
t
y
[1
6
]
.
If
d
u
r
i
ng
lan
g
u
age
lea
r
n
i
n
g
stu
de
nt
s do
n
o
t
h
a
v
e a
bo
ok or modu
le as a
r
e
fe
renc
e,
s
tu
de
nt
s
w
i
l
l
ex
p
e
r
ie
nce
pro
b
l
e
m
s
i
n
un
dersta
n
d
i
n
g
the
m
a
ter
i
a
l
.
The
co
ns
trai
nt
s
t
h
at
s
tude
nts
fa
ce
i
n
l
a
ngua
ge
l
ear
n
i
ng
in
t
he
b
oo
k/mo
d
u
l
e
in
dic
a
t
o
r
ar
e
m
odu
l
e
s
or
b
oo
ks
c
o
n
t
a
i
ne
d
i
n
t
he
libra
ry
o
f
e
l
e
m
ent
a
ry
s
c
h
ool
t
e
ach
e
r
e
d
u
c
ati
on
st
udy
pro
g
ra
ms
t
ha
t
have
n
ot
b
e
e
n
u
pda
te
d,
w
hic
h
a
re
s
t
i
l
l
o
ld
e
d
i
tio
ns.
S
o
,
stude
n
t
s
must
f
ind
a
d
di
tio
na
l
bo
o
k
s/m
o
d
u
l
e
s
f
rom
outsi
de
t
he
l
i
b
rar
y
.
In
I
ndo
n
e
s
i
a
n
l
a
n
g
u
a
g
e
c
o
urses,
e
specia
l
l
y
I
nd
o
n
es
ian
La
n
gua
ge
S
k
il
ls
I
mprove
me
nt
c
ourses
a
n
d
I
ndo
ne
sia
n
L
a
n
gua
ge
a
n
d
L
iter
a
t
u
re
E
d
u
c
ati
on
c
o
urses
in
P
rim
a
ry
S
choo
ls,
l
e
c
t
u
r
ers
on
ly
p
rov
i
d
e
r
e
f
eren
ce
s
o
u
rc
es
t
ha
t
st
ud
en
ts
m
ust
l
o
o
k
f
o
r
the
m
selve
s
a
n
d
a
r
e
not
p
ro
v
i
de
d
d
i
r
e
c
t
l
y
.
S
o
t
ha
t
d
u
r
i
n
g
t
he
i
m
p
lem
e
n
t
ati
o
n
of
l
ea
rn
i
n
g,
t
he
m
ate
r
i
a
l
ow
n
e
d
b
y
eac
h
st
ud
en
t
h
a
s
a
d
i
ff
ere
n
t
subt
opi
c.
[
1
7
]
T
h
e
m
odu
l
e
h
elp
s
s
tud
e
n
t
s
i
n
m
an
y
t
h
i
n
g
s
a
nd
c
u
r
re
n
t
c
ondi
t
i
ons
i
n
a
ll
more
c
ro
qde
d
u
n
i
v
ers
i
t
i
e
s
a
n
d
ina
d
e
qua
te
f
ac
i
l
i
tie
s.
In
a
dd
i
t
i
on,
t
here
a
re
s
t
i
l
l
s
tu
de
nts
w
h
o
a
re
l
o
okin
g
f
o
r
re
f
e
re
nce
so
u
r
c
e
s
t
h
ro
ugh
bl
ogs
po
t a
s
re
f
er
ence
m
ateria
l
in ca
rryin
g ou
t
a
s
sig
n
m
e
nt
s.
A
s
f
or
t
he
a
bil
ity
o
f
pr
i
m
a
r
y
sch
o
o
l
t
e
a
c
h
e
r
c
and
i
dates
(
E
le
me
n
t
a
ry
T
eac
her
Ed
ucat
i
on
P
r
ogram
’s
Stude
n
t
)
are
st
ill
ca
te
gor
i
z
ed
a
s
n
o
t
goo
d
e
n
o
u
g
h
so
t
ha
t
the
y
st
i
ll
nee
d
t
o
de
ve
l
op
sk
ills
i
n
l
a
ng
ua
g
e
b
ot
h
spea
ki
n
g
,
w
r
iting,
r
eadi
ng
a
nd
li
st
e
n
i
n
g
ski
l
ls.
The
s
e
ski
l
l
s
n
ee
d
t
o
b
e
de
ve
l
o
pe
d
by
m
e
a
n
s
of
l
ear
ning
thr
o
u
g
h
e
x
i
sti
ng
lear
n
i
n
g
r
e
s
ource
s
on
c
a
m
pus,
nam
e
ly
r
e
a
din
g
m
at
eri
a
l
av
a
i
l
a
bl
e
i
n
l
ib
ra
ri
es
o
r
le
a
r
n
i
ng
from
s
ource
s
ou
ts
ide
t
h
e
ca
m
p
us,
na
me
ly
t
hro
u
gh
sem
i
na
rs
o
r
tra
in
in
g
i
n
p
oe
t
r
y,
f
airy
t
a
l
es
a
nd
o
t
h
er
lite
rat
u
re.
S
o
t
hat
the
sk
i
l
l
s
o
f
prim
ary
sc
ho
ol
t
ea
c
h
er
c
a
ndi
d
at
es
a
re
n
o
t
f
o
r
me
d
onl
y
in
t
h
e
c
l
a
s
s
ro
om
b
ut
from
out
si
de t
h
e
c
lassroom
c
an
a
dd t
o
t
he
ir
s
kil
l
s.
I
n
t
he
i
mpl
e
me
nt
a
tio
n
of
l
a
n
g
u
age
lea
r
n
i
n
g
,
le
ct
urer
s
a
r
e
requi
r
e
d
t
o
h
av
e
a
va
ried
t
eac
hing
s
t
rate
g
y
so
t
ha
t
t
h
ey
c
a
n
free
l
y
de
te
rmine
la
ng
ua
ge
a
nd
l
iter
a
ry
t
ea
chi
n
g
m
a
ter
i
a
l
s
i
n
acc
orda
nc
e
w
ith
t
he
c
a
m
pus
env
i
ro
nm
en
t
[18].
O
u
t
d
o
o
r
t
e
a
c
hi
n
g
i
s
also
a
r
e
c
ogn
ize
d
m
e
t
ho
d
for
im
pr
o
v
in
g
le
arn
i
ng
a
n
d
is
w
ide
l
y
use
d
by
e
l
em
en
tar
y
s
ch
oo
l
t
e
ac
her
s
i
n
Taiw
a
n
.
H
o
w
e
ver,
t
he
p
rob
l
em
s
f
a
c
e
d
in
out
doo
r
t
e
ach
in
g
i
n
c
l
ud
e
t
e
a
c
h
e
r
sk
i
l
ls
a
n
d
a
p
p
ropr
iate
t
ea
ch
i
n
g
sc
hem
e
s.
L
e
a
r
ni
ng
reso
urc
e
s
t
h
a
t
c
o
m
e
f
r
o
m
o
u
t
si
de
t
he
r
oom
c
a
n
b
e
usefu
l
for
s
t
ud
e
n
ts
t
o
use
a
n
d
deve
lo
p
oral,
w
r
i
t
te
n,
a
n
d
v
isua
l
la
n
g
u
a
g
es.
T
h
e
o
u
t
d
o
o
rs
c
a
n
s
e
r
v
e
a
s
bot
h
ve
nu
e
an
d
con
t
e
n
t
as
s
tu
d
e
nt
s
use
sp
o
k
e
n
,
w
r
it
te
n,
a
nd
v
is
ual
lan
g
u
a
g
e
.
[
19]
.
Beca
use
t
h
e
o
u
t
d
oo
rs
pulls
a
t
the
se
nse
s
,
the
sc
hoo
l
y
ar
d
ca
n
pr
ov
id
e
fan
t
a
s
t
i
c
raw
m
a
terial
f
or
d
escri
p
t
i
on.
L
e
a
rni
ng
tha
t
i
s
car
ried
out
i
n
a
n
e
n
v
i
r
o
n
m
e
n
t
o
u
t
s
i
d
e
t
h
e
r
o
o
m
s
u
c
h
a
s
a
s
c
h
o
o
l
y
a
r
d
c
a
n
a
f
f
e
c
t
f
e
e
lin
g
s
,
e
s
pecia
l
l
y
i
n
l
e
arn
i
ng
In
d
one
sia
n
abo
u
t
l
i
t
er
at
ure
,
s
uc
h
a
s
w
rit
i
ng
p
oe
t
r
y,
f
a
i
r
y
t
a
l
e
s
,
co
nd
uc
ti
ng
d
ra
ma
d
i
a
l
ogu
e
s
o
r
ma
k
i
n
g
l
in
gui
st
i
c
r
e
p
o
r
t
s
.
H
o
w
e
ve
r, the o
bs
tac
l
e
s
fa
c
e
d
b
y
st
u
d
en
ts o
f
P
r
im
a
r
y S
c
ho
o
l
Tea
c
her
Ed
uc
a
t
i
o
n w
h
e
n
im
p
l
e
me
n
t
i
ng
l
a
n
gua
ge
lear
n
i
n
g
,
stude
nts
ra
rely
u
se
t
he
o
utd
o
o
r
e
n
v
i
r
o
nme
n
t.
L
ea
rni
n
g
i
s
m
o
re
o
ft
e
n
d
o
n
e
i
n
do
ors
so
t
ha
t
it
m
a
ke
s
bore
dom
i
n
l
e
arni
ng.
T
he
l
e
a
rni
n
g
pr
oc
ess
is
c
ar
ried
o
ut
b
y
del
iv
e
r
in
g
th
e
mat
e
ri
al
b
y
th
e
l
ectu
r
e
r
a
nd
del
i
v
eri
ng
t
h
e
st
ude
n
t
s
'
a
ssi
g
n
me
nts,
w
hile
t
he
a
ss
ignm
en
t
is
m
ade
for
w
o
r
k
a
t
h
o
m
e
s
o
tha
t
t
he
u
ti
liz
a
tio
n
o
f
lear
n
i
n
g
r
esour
c
e
s from
outsi
de
t
he r
o
o
m
when
l
a
n
gua
ge
l
e
a
rni
n
g
is le
ss
t
ha
n o
p
t
i
ma
l
.
Le
arni
ng
reso
urc
e
s
a
r
e
all
d
a
ta
s
our
ces
t
ha
t
c
a
n
sup
por
t
t
h
e
l
e
arn
i
ng
p
r
ocess,
u
n
i
versi
t
i
e
s
ne
e
d
t
o
prepa
r
e
a
ll
le
arni
ng
r
e
s
o
u
r
ce
fac
i
l
i
tie
s
b
e
ca
use
t
h
is
i
s
the
re
sp
onsi
b
ilit
y
o
f
u
ni
vers
it
ies.
[
2
0
]
.
I
t
is
t
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Evaluation Warning : The document was created with Spire.PDF for Python.
Int J
Eval & R
es E
d
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c
.
IS
S
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:
2252-
88
22
Exp
l
o
r
in
g
ob
st
a
c
l
e
s i
n
lan
guag
e
l
e
ar
nin
g
:
p
r
o
s
pe
cti
v
e
p
r
i
m
a
r
y
sc
ho
ol
t
e
a
c
h
e
r in
In
d
o
n
e
sia
(Asri
al
)
25
3
teac
her
li
brar
ia
ns,
an
d
tea
c
h
ers
to
p
ro
vi
de
i
n
s
truc
tio
na
l
pro
g
r
ams
a
n
d
l
e
arni
ng
r
e
s
ourc
e
s
t
h
a
t
p
ro
mo
t
e
t
h
e
enj
o
yme
n
t of r
ea
di
ng an
d en
a
b
le
lea
rners t
o
bec
ome
c
r
i
t
ic
a
l
a
nd
cr
eat
ive thi
n
ker
s
as w
e
ll
a
s
effec
tive
us
ers of
in
form
ation
i
n
a
ll
f
or
ma
t
s
a
nd
me
d
i
a.
T
h
e
c
ons
tra
i
nt
s
t
h
a
t
s
tud
e
n
t
s
f
a
ce
in
l
a
ngua
ge
l
ec
ture
s
ba
se
d
o
n
in
dic
a
t
o
rs
o
f
l
e
a
r
ning
re
sour
ces
f
rom
c
l
ass
r
oom
l
ear
n
i
n
g
a
re
t
h
e
lea
r
n
i
n
g
r
e
s
o
u
rc
es
u
se
d
a
r
e
less
va
ried
s
o
tha
t
e
fforts
i
n
d
e
v
el
o
p
i
ng
I
n
d
o
n
es
ian
la
n
gua
ge
c
om
pe
t
e
nc
e
a
r
e
n
o
t
o
p
t
i
m
a
l
.
Com
p
le
te
ne
ss
o
f
l
ear
ning
resour
ces
f
r
o
m
w
ith
i
n
t
he
c
a
m
pus
i
tse
l
f
nee
d
s
t
o
b
e
i
m
pro
v
ed
a
g
ai
n,
s
uc
h
a
s
p
ro
vi
din
g
t
h
e
l
a
t
e
s
t
bo
o
k
s/m
o
d
u
l
e
s
,
com
p
let
i
ng
l
a
ngua
ge
l
a
b
ora
t
o
r
y
fac
i
l
i
t
i
e
s
,
p
rovi
di
ng
DVD,
a
u
d
i
o
,
a
nd
o
t
h
er
f
acil
it
ies
t
h
at
sup
por
t
lear
n
i
ng
i
n
t
h
e
c
l
a
ssroom.
[2
0]
L
e
a
rni
n
g
Res
ourc
e
s
s
h
ou
l
d
•
s
upp
ort
a
n
d
be
c
ons
i
s
te
nt
w
ith
pro
v
i
n
c
i
al
a
n
d
loc
a
l
p
i
l
o
ts/c
urricu
lum
ou
t
c
om
es
p
ro
gra
m
s
•
be
d
e
v
el
op
ed
b
y
c
o
mp
et
e
n
t
au
tho
r
s
a
nd
pro
duce
r
s
a
n
d m
eet hig
h sta
n
dards of qua
lit
y
i
n
fac
t
a
nd prese
n
ta
ti
on •
be
a
ppr
opria
te for
the su
b
jec
t
ar
ea an
d
for
t
h
e
a
g
e,
e
moti
o
n
al
d
e
v
el
opm
en
t,
a
b
i
l
i
ty
l
eve
l
,
lear
n
i
ng
s
ty
les,
a
nd
s
o
cia
l
d
e
v
el
o
p
me
n
t
o
f
t
h
e
s
t
u
d
e
n
t
s
f
or
wh
o
m
t
h
e
m
a
t
e
r
i
a
l
s
a
re
s
el
ect
e
d
•
h
a
v
e
ae
st
h
e
ti
c,
lit
e
r
ary
,
a
n
d
/o
r
so
ci
a
l
v
a
l
u
e
•
h
av
e
a
p
h
y
s
i
cal
f
o
r
mat
a
n
d
appe
ara
n
c
e
s
u
i
tab
l
e
for
t
h
e
i
r inte
n
d
ed
u
se
•
be
one
o
f a
va
rie
t
y o
f
m
e
d
i
a
pr
e
sen
t
at
i
o
n
m
ode
s.
Base
d
o
n
l
ear
nin
g
e
nv
iro
n
m
e
nta
l
i
n
d
i
ca
tor
s
,
t
h
e
obs
tac
l
e
s
t
hat
s
t
ude
nts
fa
c
e
i
n
la
ng
ua
ge
l
e
c
t
u
re
s
a
r
e
tha
t
t
her
e
a
re
s
ti
l
l
s
eve
r
al
c
las
s
es
t
ha
t
a
r
e
no
t
physic
a
l
l
y
g
o
od
be
cau
se
o
f
i
n
com
p
le
te
c
las
s
e
qu
ipme
nt
s
u
c
h
as
l
i
mit
e
d
u
s
e
o
f
OHP
(
Ov
erh
e
ad
p
ro
j
ecto
r)
a
n
d
cl
assroom
m
a
n
a
g
emen
t
s
t
r
a
te
gie
s
t
h
a
t
have
n
o
t
v
a
r
ied
in
l
a
ngu
a
g
e
l
ect
ure
s
.
In
a
s
o
c
i
a
l
e
nvi
ro
n
m
ent
,
i
nt
e
r
ac
ti
on
s
be
t
w
ee
n
s
t
u
d
e
n
t
s
t
e
n
d
to
b
e
g
r
ou
ped
to
ge
the
r
.
A
lear
n
i
n
g
e
n
v
ir
onm
en
t
is
a
p
lac
e
o
f
lea
r
ni
n
g
t
ha
t
c
a
n
a
ffe
ct
t
he
l
ea
rni
ng
proce
ss.
[
2
1
]
.
Conc
e
p
tua
l
l
y
t
he
lear
n
i
n
g
e
nv
i
r
onme
n
t
is
t
h
e
w
hole
com
p
o
n
e
n
t
a
n
d
a
c
ti
vit
y
i
n
w
h
i
c
h
l
ea
rning
oc
cu
rs.
Th
e
l
e
a
r
n
i
n
g
env
i
ro
nm
en
t
c
a
n
a
ls
o
in
fl
ue
nc
e
the
kn
ow
l
e
d
g
e
,
a
tti
t
udes
,
a
nd
be
hav
i
or
o
f
pros
pect
i
v
e
e
l
e
m
en
tary
s
c
h
oo
l
teac
hers.
[22]
.
F
o
r
st
u
d
e
n
t
s
t
he
l
ea
r
n
in
g
e
n
v
i
ro
nm
en
t
he
lp
s
s
t
u
de
nts
d
e
vel
o
p
a
repe
r
t
o
i
re
o
f
t
h
eir
sk
i
l
ls,
kn
ow
le
d
g
e,
att
itu
de
s,
a
nd be
h
a
vior
s
to m
eet
21st-c
e
n
t
ury c
o
mpe
t
en
cy
.
Base
d
on
m
o
tiva
t
iona
l
in
dic
a
t
ors o
f
teac
her ca
nd
ida
t
e
s
, the
co
n
s
t
ra
i
n
ts
t
ha
t st
ude
n
t
s fac
e
in
l
a
n
gua
g
e
lear
n
i
n
g
a
r
e
t
h
e
l
a
c
k
o
f
mot
i
vat
i
on
o
f
s
t
u
d
e
nt
s
duri
n
g
In
do
nes
i
an
l
a
ngu
a
g
e
l
e
arn
i
ng
.
At
t
hi
s
l
e
v
e
l
,
l
e
a
r
n
e
r
stud
y
w
i
th
e
n
j
oyme
n
t,
but
m
ay
c
e
a
se
s
t
u
dy
i
n
g
in
t
he
f
u
t
ure.
[
23
].
S
tude
n
t
s
c
a
n
ha
ve
a
l
e
v
el
o
f
m
o
tiva
t
i
o
n
in
lear
n
i
n
g
i
f
t
h
e
y
l
ike
t
h
e
teac
her
or
t
he
t
eac
hin
g
m
e
t
h
od.
M
o
t
iv
a
t
i
on
c
o
nsists
o
f
t
w
o
type
s,
n
a
m
e
l
y
i
n
t
r
i
n
s
i
c
moti
va
t
i
o
n
a
n
d
e
xtri
ns
i
c
m
o
tiva
t
i
o
n.
I
n
in
t
r
ins
i
c
m
o
ti
va
tion
w
h
e
n
l
e
a
r
n
in
g
I
n
done
si
a
n
l
a
n
g
u
a
g
e
c
o
u
r
se
s,
stude
n
t
s
a
r
e
n
o
t
t
o
o
d
i
l
i
g
en
t
i
n
l
e
a
rn
in
g,
b
u
t
w
he
n
a
new
l
e
arn
i
n
g
exa
m
w
il
l
be
h
el
d.
W
he
n
t
h
e
dea
d
line
for
assi
gnme
n
ts
i
s
Indo
ne
sia
n
L
an
gua
ge
,
prosp
e
ct
ive
tea
c
h
er
s
tu
de
nt
s
c
a
n
st
ill
re
la
x
b
u
t
s
til
l
w
o
rk.
In
overc
omin
g
o
b
sta
c
les
t
h
a
t
h
a
m
pe
r
t
h
e
ac
hie
v
e
m
e
n
t
of
I
nd
on
e
s
i
a
n
l
a
n
gua
ge
c
o
u
r
s
e
s
p
r
o
spe
c
t
i
v
e
te
ac
her
stude
n
t
s
over
c
ome
the
m
a
c
c
o
r
di
ng
t
o
t
h
e
m
ood.
P
rospe
c
tive
te
ach
e
r
s
tud
e
nt
s
prefer
t
o
d
i
sc
uss
thi
n
gs
t
ha
t
a
r
e
lig
ht
a
n
d
s
e
e
m
u
n
i
m
por
tan
t
t
han
d
i
sc
ussi
ng
a
ss
ig
nme
n
ts
i
n
lan
g
u
age
course
s.
F
or
e
xtr
i
nsic
m
o
t
iv
ati
on
in
l
e
a
r
ni
ng
I
ndo
ne
si
an
,
i
n
doi
ng
t
h
e
a
ssi
gn
me
n
t
s
t
h
e
p
r
o
s
pe
c
t
iv
e
t
ea
c
h
er's
s
t
ude
n
t
s
a
r
e
m
o
re
c
oncer
ne
d
w
i
t
h
fi
n
i
sh
i
ng
qu
ic
kl
y
d
u
e
t
o
t
he
i
n
f
lue
n
ce
of
f
rie
n
ds
w
it
ho
u
t
p
ri
or
i
tiz
in
g
t
h
e
q
u
al
ity
o
f
the
i
r
ass
i
g
n
me
nts.
I
n
add
i
tio
n,
p
ros
p
e
c
t
i
ve
t
e
a
c
h
e
r
s
tude
n
t
s
a
r
e
m
o
re
o
ften
d
oin
g
a
ss
ign
m
en
t
s
i
n
d
iv
idu
a
lly
th
a
n
d
i
s
cu
s
s
i
n
g
to
incre
a
se
t
he
p
er
fec
tio
n
of
t
h
e
t
a
s
k
a
n
d
w
i
l
l
l
o
o
k
f
or
r
e
s
o
u
r
ces
t
ha
t
s
u
p
por
t
the
ass
i
g
n
m
e
nt
i
f
t
h
e
l
e
c
t
ur
er
asks for i
t.
The
i
m
p
o
rtanc
e
o
f
t
h
e
m
o
tiv
ati
o
n
o
f
p
ros
p
ecti
v
e
tea
c
h
er
s
t
ude
n
t
s
i
n
l
a
n
gua
ge
l
e
a
rn
i
n
g
is
c
lose
l
y
rela
t
e
d
to
t
he
a
bil
i
t
y
o
f
s
t
u
d
e
nt
s
t
o
a
s
s
ess
t
h
em
selv
es.
[24]
S
elf-regulator
y
c
ontrol
can
involve
t
hinking,
em
otio
ns,
mot
i
v
at
ion,
b
eha
v
i
o
r,
a
nd
e
n
vi
r
o
nme
n
t.
E
va
lua
t
io
n
cri
teria
or
s
ta
ndar
d
s
a
r
e
use
d
t
o
de
term
i
n
e
the
pro
g
re
ss
o
f
the
le
arni
ng.
O
bsta
cles
t
ha
t
st
ud
ent
s
f
ace
i
n
l
a
n
g
u
ag
e
l
e
ctu
r
es
b
a
s
e
d
o
n
i
ndi
cat
o
r
s
of
t
h
e
a
bil
i
ty
t
o
a
sse
ss
t
h
emsel
v
es
a
re
p
ro
sp
ect
i
v
e
t
e
ach
er
s
t
u
d
e
n
t
s
i
n
E
l
e
me
n
t
a
r
y
S
c
hoo
l
Tea
c
h
e
r
Edu
c
at
io
n
i
s
d
i
f
f
i
c
u
lt
i
n
me
asurin
g the
abi
l
i
t
i
es
p
o
sse
sse
d, so
tha
t
e
xi
st
i
n
g a
b
ili
tie
s,
no
t
de
ve
lo
ped.
S
tud
e
n
t
s as
s
tu
den
t
s
sh
o
u
l
d
b
e ab
l
e
to
m
a
n
a
g
e
the
i
r
ow
n
lea
r
ni
ng
goa
ls
a
n
d
m
onit
o
r
t
h
e
ex
te
n
t
o
f
t
h
e
i
r
ow
n
lea
r
n
i
n
g
p
ro
gre
s
s.
[
25]
“
G
e
n
e
rall
y
,
se
l
f
-re
g
u
l
atio
n
i
s
d
escri
b
ed
a
s
l
e
arn
e
rs'
effo
rt
s
to
d
i
r
e
c
t
th
e
ir
o
w
n
l
ea
rn
in
g
by
se
t
t
i
ng
g
o
a
ls,
pla
n
ni
n
g
how
t
o
ac
hi
e
v
e
them
,
m
onit
o
ri
ng
the
lea
r
ni
n
g
t
a
s
k,
u
s
i
n
g
l
ea
rn
i
ng
str
a
te
gie
s
t
o
so
lve
pr
o
b
l
e
ms,
and
e
v
a
l
ua
tin
g
the
i
r
ow
n pe
rform
anc
e
”
.
4.
CONCL
U
S
ION
F
r
eque
n
t
l
y
s
tu
den
t
s
a
t
t
he
t
i
m
e
of
l
a
n
g
u
a
g
e
le
arni
n
g
d
o
no
t
hav
e
prep
ar
ati
on
for
le
a
r
ni
ng
to
b
e
lear
ne
d
so
t
h
a
t
self-
e
va
l
u
a
t
i
o
n
of
p
ri
o
r
l
e
a
r
n
i
n
g
is
n
ot
car
rie
d
o
u
t
.
Th
i
s
f
a
c
t
s
how
s
t
h
a
t
s
tu
de
n
t
s
hav
e
n
o
t
ma
xima
lly
r
e
g
u
l
a
t
ed
l
ear
ni
ng
b
o
t
h
i
n
set
tin
g
l
e
ar
ni
ng
g
o
a
l
s,
p
l
a
n
n
i
ng
a
n
d
e
v
a
l
ua
tin
g
t
h
e
i
r
ow
n
l
e
a
r
ni
ng
p
rog
r
e
ss.
Base
d
on
i
n
d
i
c
a
tors
o
f
co
ns
train
t
s
i
n
I
n
d
o
n
e
s
ia
n
la
n
gua
ge
l
ea
rn
i
ng
fac
e
d
b
y
st
u
d
en
ts
o
f
the
P
r
im
ary
S
c
hoo
l
Ed
uca
tio
n
S
t
u
d
y
P
r
ogram
,
stud
y
p
r
ogr
am
s
sh
ou
l
d
d
e
v
e
l
o
p
l
i
ngu
is
t
i
c
a
n
d
l
i
t
e
r
ar
y
pr
o
g
r
a
ms.
The
p
r
o
g
r
a
m
s
a
r
e
a
c
c
o
r
d
i
n
g
t
o
t
h
e
c
i
r
c
u
m
s
t
a
n
c
e
s
o
f
s
t
u
d
e
n
t
s
a
n
d
a
v
a
i
l
a
b
le
l
ear
n
i
n
g
r
es
ource
s
a
n
d
u
t
i
l
iz
e
t
h
e
env
i
ro
nm
en
t a
s
l
ear
ning
reso
u
r
c
e
s.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SSN: 2252-
8822
Int.
J
.
Ev
al. & R
es. Educ.
Vol.
8, No. 2, June
2
0
19:
2
49
- 2
54
25
4
REFE
RENCES
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Ko
ziko
ğl
u
,
İ
.,
"
P
r
osp
ecti
v
e
Teach
ers
’
C
og
ni
ti
ve
C
onstru
c
ts
Con
cerni
ng
I
deal
T
eacher
Q
ual
i
fi
ca
t
i
o
n
s
:
A
P
h
en
om
eno
l
o
g
i
c
al
An
a
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d
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n
Rep
ertory
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d Techn
i
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u
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iady
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p
et
en
cy i
n t
h
e T
each
in
g an
d Learn
i
n
g o
f
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P
ractical
,"
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d
ite
rr. J
.
So
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erriero,
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.,
"
Teach
er’s
P
e
d
ag
o
g
i
c
a
l
K
no
w
l
edg
e
a
n
d
t
h
e
t
ea
c
h
ing
Pro
f
ession.OECD
Be
tter
P
o
li
c
i
es
f
or
B
ette
r
Li
ves,
"
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its,
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A
m
a
to
,
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S
,
d
a
n
M
acDo
n
al
d,
M
.
C,
"
L
a
ngu
age
k
now
led
g
e
and
e
v
en
t
k
now
led
g
e
i
n
l
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azawa,
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.,
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W
o
r
ld
L
ang
u
ag
e
T
eachers
E
x
p
l
o
r
in
g
Cul
t
ura
l
T
each
ing
th
roug
h
P
r
ofessi
on
al
L
earn
i
ng
Co
mmu
n
i
t
y
," vo
l
.
14
.
[6]
W
a
t
k
ins, C.
et.al
.
E
f
fect
ive L
e
a
r
n
i
ng
.
In
st
it
u
t
e
o
f
E
du
ca
t
i
o
n
U
n
i
vers
itas
L
ond
on
:
Uni
t
ed
Ki
ngd
o
m
,
2
0
02.
[7]
Rahi
mi,
M.,
"
W
hat
d
o
w
e
want
t
each
ing
-
m
a
teria
l
s
f
o
r
EFL
t
e
a
cher
t
raini
n
g
pro
g
ram
s
?
,
"
Th
e Asi
a
n EFL J
o
u
r
n
a
l
,
v
o
l.
3
1
, p
p.
1-3
8
, 2
00
8.
[8]
An
drian
i
,
V
.
S
,
"
T
h
e
Eff
ecti
v
eness
of
I
nq
u
i
ry
L
earn
i
ng
M
et
ho
d
to
E
nhan
ce
S
t
ud
ents’
Learni
ng
O
u
t
co
m
e
:
A
Th
eori
tical
and Em
piri
cal Rev
ie
w,
'
J.
Ed
uc.
P
r
act.
, v
ol
.
5
, 20
1
6
.
[9]
Creswe
l
l
,
J.
W
,
"Resear
ch Design Third
Edition,"
U
n
iv.
Neb.
L
i
nc.
SA
GE Pu
b
l
.
,
2009
.
[10
]
A
d
i
,
S.S
,
"
Comm
un
icative
Lan
g
uag
e
T
ea
ch
ing
:
I
s
it
ap
prop
ri
ate
f
o
r
In
do
nesi
an
C
o
n
t
e
xt
?
,
"
Int.
J. In
str. T
ech
nol.
Di
st
ance Lea
r
n.
,
v
o
l.
8
(12),
20
11.
[11
]
I
nd
riant
i
,
"Dev
elo
p
in
g
Stu
d
en
t-
C
ent
e
re
d
Gram
m
a
r
M
a
t
e
ri
al
f
o
r
Beg
i
nners’s
L
e
vel
Indones
i
an,"
Elect
ro
n
.
J
.
Fore
ign
L
an
gu
ag
e
Te
a
c
h.
,
v
o
l
.
9
, 2
01
2.
[12
]
F
il
lm
ore,
W
,
L
dan
S
n
ow,
E,
C
,
"
W
hat
t
eac
h
e
rs
N
eed
t
o
Kn
ow
A
bo
ut
l
ang
u
age.
Depart
em
ent
o
f
E
du
c
a
t
i
o
n
s
office
of
ed
u
catio
nal
Re
s
earch a
nd
Impro
ve
me
nt,"
20
0
0
.
[13
]
R
ich
a
rds,
J
.
C.,
"Curricu
lu
m
A
p
p
r
oaches
i
n
L
a
ngu
age
Tea
c
h
i
ng
:
F
o
rward,
C
en
tral,
an
d
Backw
a
rd
D
esi
g
n
,
"
REL
C
J.
, vo
l
.
44
(1
), p
p
. 5-3
3
, 2
01
3.
[14
]
U
m
a
r,
M
,
M
&
Ad
amu
,
A
,
"
T
he
R
o
l
es
o
f
th
e
L
a
ngu
age
labo
rato
r
y
i
n
Th
eac
i
n
g
Langu
ages
:
A
cas
e
S
t
u
d
y
o
f
b
ay
ero
Unive
r
sit
y
, Kano,"
www.
ij
h
s
s
i
.o
r
g
,
vol.
7
(6),
p
p
.
2
9
-
40
,
2
018.
[15
]
L
o
k
m
acıo
ğ
l
u
,
S,
K
üçü
kyı
lm
az,
Y
,
dan
Balı
ded
e
,
F
,
"
L
a
ng
uag
e
L
ab
s:
D
yin
g
o
r
ev
ol
vi
ng?
P
roce
d
i
a
-
S
o
cial
a
n
d
Behav
i
oral
S
cie
n
ces,
"
v
ol.
19
9
,
p
p
.
6
5
-
72
,
20
15
.
[1
6]
A
rya
n
i, Dwi,
"
C
on
te
nt An
a
ly
sis
o
n
Eng
li
sh
M
od
ule
‘Ba
h
a
s
a
I
ng
gri
s
,
"
J.
E
ngl.
L
a
n
g
.
E
duc.
,
v
o
l
.
2
(
1
), 2
01
6.
[17
]
R
edd
y
,
M,
R,
"
Im
po
rtance
of
C
ours
e
M
od
ul
e
in
A
cadem
ic
P
e
r
f
o
r
m
ance
of
S
tudent
A
t
Unive
r
sity.
E
t
h
i
opian,
"
v
o
l.
1
,
20
05
.
[1
8]
L
i
u
,
T.
-
Y
,
Tan,
T
.-
H,
d
an
C
h
u
,
Y.-
L
.,
"Ou
t
do
o
r
N
atura
l
S
ci
ence
Learn
i
ng
w
it
h
an
R
F
I
D-S
u
p
p
o
r
ted
Imm
e
rsi
v
e
Ub
iq
u
i
tous
L
earni
ng
En
v
iro
n
m
e
n
t
,
"
v
o
l
.
15
.
[19
]
B
rod
a
,
H
erb
e
rt W
,
"S
choo
ly
ard-E
nhan
ced
L
earni
ng,
"
U
.
S
.
Am.
Sten
ho
use
Pub
l
,
2
0
0
7
.
[20
]
D
ep
artm
ent
of
E
ducat
io
n
,
"
Ev
al
uat
i
on
an
d
Select
ion
of
L
ear
nin
g
R
eso
u
rces:
A
G
u
i
d
e,"
Pr
in
c
e
E
d
w
.
I
s
l.
Can.
,
20
08
.
[2
1]
A
do
,
T.,
"
I
n
f
lu
e
n
c
e
of
L
e
a
r
n
i
ng
E
nv
iro
n
m
e
n
t
o
n
S
tu
de
n
t
s’
A
cadem
i
c
A
chiev
e
m
e
nt
i
n
Ma
t
h
em
atics:
A
C
as
e
St
udy
of
S
om
e S
e
lect
e
d
S
econ
d
ary
S
c
ho
ols
i
n
Y
ob
e
S
t
a
t
e-N
i
g
e
ria,
"
J.
Ed
uc. Pra
c
t
.
, vo
l
.
5
, 20
1
5
.
[22
]
Ö
zerem
,
A.
,
dan
Ak
ko
yun
lu
,
B,
"
Learni
ng
E
n
v
i
r
on
men
t
s
Desig
n
e
d
Acco
rdi
ng
to
L
earn
i
n
g
S
t
y
l
e
s
a
n
d
Its
Eff
ect
s
o
n
M
a
th
ematics
Ach
i
ev
e
m
en
t,"
E
u
rasi
an
J. E
d
uc. Re
s
.
, vo
l
. 15
(
61
),
p
p
.
6
1-8
0
, 2
01
5.
[2
3]
N
akata, Y.,
"T
o
ward a Frame
work f
o
r
S
e
l
f
-
Regulat
ed L
angu
ag
e
-
Le
a
r
ning
,"
TE
SL Ca
n. J.
,
vo
l.
2
.
[24
]
M
ahm
o
o
d
i,
M
.
H
,
K
al
an
t
a
ri,
B,
d
an
G
h
a
slan
i,
R
,
"S
e
l
f
-
Regul
ated
L
earn
i
ng
(
SRL),
Moti
vatio
n
an
d
L
a
ngu
ag
e
Ach
i
evem
en
t of Irani
an E
FL L
earners,
"
P
r
o
cedi
a
- S
o
c. Beha
v. S
c
i.
,
v
o
l
. 98
,
p
p
. 10
6
2-1
0
6
8
, 2
01
4.
[2
5]
C
h
a
mo
t
,
A.
U.
, "Develop
i
ng
S
elf-Reg
ulated Learning
In
The
Lan
guag
e
C
las
s
ro
o
m
,
"
vol.
1
1
,
2
014.
Evaluation Warning : The document was created with Spire.PDF for Python.