tag:blogger.com,1999:blog-88979692581718187802024-03-13T10:54:07.218-07:00Maria Cholifah (林 玛 丽 亚)...it was love from the very beginning... (Tips, Artikel, Kegiatan, motivasi dll )Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.comBlogger184125tag:blogger.com,1999:blog-8897969258171818780.post-71821238777411295822020-12-27T22:37:00.053-08:002020-12-28T17:41:02.618-08:00REFLEKSI BULLET JOURNAL 2019-2020<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-EULiUeeClj4/X-qFKyshtII/AAAAAAAAHdQ/hiXYxAWRv6cAH70rabgNT28fSvvsSB2wgCLcBGAsYHQ/s1032/bullet%2Bjournal%2Bria.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="774" data-original-width="1032" src="https://1.bp.blogspot.com/-EULiUeeClj4/X-qFKyshtII/AAAAAAAAHdQ/hiXYxAWRv6cAH70rabgNT28fSvvsSB2wgCLcBGAsYHQ/s320/bullet%2Bjournal%2Bria.jpeg" width="320" /></a></div><br /><div><br /></div><div><br /></div><div>Saya mengenal bullet journal di akhir tahun 2018. Menurut saya bullet journal yang telah didesain oleh Ryder Carrol ini sangat menarik dan bermanfaat, dimana kita bisa mendesain sendiri rencana apa saja yang ingin kita manifestasikan. Secara umum block note yang kita gunakan untuk menulis berbentuk buku bergaris, hal ini membuat kita harus mengikuti pola garis yang ada. Di dalam bullet journal, Ryder Carrol mendesain tiap lembarnya berupa titik-titik sehingga kita dapat mendesain sesuai keinginan kita.</div><div><br /></div><div>Tepat di awal 2019 saya memulai menggunakan bullet journal, saya mencoba menulis apa yang menjadi rencana saya di tahun 2019, saya break down menjadi beberapa aktifitas di tiap bulannya. Alamak.. ternyata menulis bullet journal tidaklah semudah yang kita lihat di pinterest maupun youtube.. Bullet journal di pinterest terlihat sangat rapi, artistik dan penuh dengan catatan. Di tahun 2019 bullet journal tersebut hanya saya isi hingga bulan Februari, selebihnya saya pakai merancang keinginan saya dengan menggunakan metode 55x5, belajar hand lettering dan hal-hal tidak jelas lainnya 😁</div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dyJUImVboMI6Z_KIwcNmAkU6HAJSVSGqENjlhFZMj-Y7BPk_g28C3z7n_0YyUte30uEEjv5QRaHW-IOGohlnQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxeyFHopoaxvCrr82iwsIHEEKFO5FNwsBuGk7KnC3xKGa5NuXtwbmPgGAwZyUpHUfwOI2hnbr7Wx8vN1F6XZg' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><div>Di awal tahun 2020, saya mulai komit untuk mengisi bullet journal lagi. Saya coba menyusun 4 buah rencana saja agar lebih fokus dalam memanifestasikannya. Bullet journal tahun 2020 ini sudah mulai terisi sejak Januari hingga Desember meskipun saya tidak dapat mengisinya setiap hari. Apalagi mengisi '<i>monthly budget</i>' kok sepertinya saya tidak bakat menjadi seorang akuntan ya.. (pantes duitnya gak bisa terkumpul, lha pengeluarannya aja tidak pernah dicatat.. jadi tidak jelas larinya kemana hehe..)</div><div> </div><div>Alhamdulillah dari rencana-rencana di tahun 2020 yang sudah saya tulis ada beberapa yang sudah terwujud (meski belum seluruhnya), begitu juga ada rencana di tahun 2019 yang dapat saya wujudkan di tahun 2020 ini. Bahkan rencana tahun 2021 sudah ada sebagian yang saya wujudkan di tahun 2020. </div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwoou36DkaIYiHadAmwM4C749BO3v2DPCBoHJ5AqpPLbXDp9CpnrE1qEknyxYeoFZa6XqpP-wG58jZUe9ImVQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxKbUCHXpYwt_Q5-1wS1eAcUc424QLJNjMjMwxS79HfqnjwEJiK6xu1dZBpTnG9csBlM7PI_XZEK6nDPk3oKA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dx63TL5dLd5hq8yQ5MsT-IT3ZxPepdSlIFlrMeyju97CA_HjgI69Ry8r3i5XNxBrzjOjGb3w_tHstENQa5ryw' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><div>Dapat saya simpulkan, bahwa menyusun rencana itu sangat penting meski kita tetap harus fleksibel dalam mewujudkannya, misalnya saat akhir bulan Januari hingga Februari, bullet journal saya kosong karena saya sibuk menjaga ibu mertua yang opname di Rumah Sakit hingga beliau wafat (Al Fatikhah untuk beliau).</div><div><br /></div><div>Ada beberapa cara yang saya lakukan dalam memanifestasikan keinginan atau rencana, cara-cara tersebut saya rangkum dari tips yang diberikan oleh motivator, diantaranya:</div><div>1. Pilihlah tujuan, rencana, keinginan yang paling penting menurut anda. Pilihlah 3-4 saja rencana yang akan kita lakukan dalam setahun. Jangan terlalu banyak supaya kita dapat lebih fokus mewujudkan rencana tersebut.</div><div>2. Tulislah rencana tersebut di dalam buku (bukan di ketik ya..) karena dengan menulis tangan, otak kiri kita akan berfikir dan otak kanan kita ikut bekerja sehingga keinginan kita tersebut akan masuk ke dalam pikiran bawah sadar. </div><div>3. Break down rencana-rencanan tersebut menjadi langkah-langkah yang dapat kita lakukan di tiap bulan, minggu, hari. Kata Tung Desem Waringin, ibarat kita diminta makan gajah maka gajah tersebut harus dipotong kecil-kecil terlebih dahulu sehingga dapat kita makan. Jika rencana tersebut kita pecah menjadi langkah-langkah yang lebih kecil maka kita akan lebih mudah mewujudkannya.</div><div>4. Tulislah rencana kita untuk besok di malam hari, kemudian bacalah kembali rencana yang telah kita buat di malam hari berikutnya. Periksa apakah rencana tersebut sudah kita lakukan di hari tersebut. Jika ternyata ada yg belum dilakukan, maka tulis kembali untuk dijadikan rencana di hari berikutnya. Saya mencontohkan, di awal tahun 2020 saya berencana yoga di rumah. Ternyata hal tersebut belum saya lakukan, tetapi setiap hari tetap saya tulis rencana melakukan yoga di rumah. Di bulan Mei, entah bagaimana tiba-tiba saya mulai yoga dan hal ini saya lakukan 3-5x seminggu. </div><div>Apa hubungannya cuma ditulis dan dibaca doang akhirnya bisa terwujud?? Ingat ya pikiran, perasaan, dan badan kita ini kan jadi satu.. buktinya saat perasaan kita sedih akan berimbas pada aura dan bahasa tubuh kita. Maka ketika kita menulis, otomatis pikiran perasaan kita jadi ikut terfokus dan dengan pengulangan secara terus-menerus maka hal yang kita tulis menjadi termanifestasi.</div><div>5. Fokuskan pada alasan kenapa kita memiliki rencana tersebut dan dampak apa yang ditimbulkan jika rencana tersebut termanifestasi atau tidak. Tuliskan dengan detail, libatkan emosi sehingga perasaan kita ikut berperan.</div></div><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzz8Q172uxBxz1oDwIRzvYHsRYqQETh4slJ0fWV6FRoy4792QcjGQOI62nRDxAPtcgK3XhplvZsugDCJOCw0w' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><br /></div><div class="separator" style="clear: both; text-align: center;"><iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dzu0SEdCr4zVfQxwbgZwEqQ8jHwLP8aA6YmpeCmKuAX9Z45ZA8p5Dxz2A85KpZVNyLYlEOHwbYTHbkExH9juA' class='b-hbp-video b-uploaded' frameborder='0'></iframe></div><br /><div><br /></div><div>Inilah yang saya coba lakukan meskipun saya juga masih ada malesnya, saya masih belum mampu menerapkan secara rutin. Tips tersebut juga menjadi self reminder bagi saya.. Ok, selamat menyosong tahun 2021 dengan penuh semangat dan optimisme, tetap ikuti protokol kesehatan dan perbanyak baca sholawat agar pikiran dan perasaan kita menjadi tenang..</div><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609136819922" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609136819923" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609136819929" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609136820744" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136820753" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136820765" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136820836" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136821849" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609136823093" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609136823094" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609136823099" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609136823385" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136823392" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136823399" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136823424" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136823649" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609136918222" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609136918224" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609136918225" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609136918759" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136918767" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136918771" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136918786" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136919125" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609136920109" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609136920109" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609136920110" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609136920356" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136920369" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609136920372" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136920407" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609136920633" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137005072" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137005074" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137005076" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137005643" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137005656" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137005661" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137005765" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137006025" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137007532" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137007533" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137007535" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137007915" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137007921" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137007924" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137007944" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137008177" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137104004" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137104005" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137104007" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137104501" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137104507" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137104512" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137104547" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137104907" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137105799" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137105800" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137105802" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137106302" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137106307" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137106311" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137106322" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137106541" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137182944" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137182945" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137182949" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137183407" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137183415" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137183420" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137183519" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137183891" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137185682" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137185683" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137185685" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137185941" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137185949" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137185953" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137185975" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137186226" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137296447" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137296448" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137296454" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137296815" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137296827" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137296833" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137297092" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137297337" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137298578" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137298579" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137298582" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137298928" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137298936" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137298941" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137298965" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137299185" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137374621" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137374622" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137374625" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137375230" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137375239" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137375243" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137375332" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137375598" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609137376416" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609137376416" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609137376418" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609137377144" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137377150" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609137377155" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137377615" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609137377826" style="display: none; height: 0px; visibility: hidden; width: 0px;" wmh59f6qm="" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609205011987" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609205011989" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609205011992" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609205012567" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205012574" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205012579" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205012602" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205012933" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609205014051" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609205014052" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609205014054" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609205014548" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205014553" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205014556" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205014598" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205014985" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609205139198" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609205139200" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609205139203" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609205139736" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205139743" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205139745" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205139775" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205140153" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=LOADED&custom1=www.blogger.com&custom2=%2Fblog%2Fpost%2Fedit%2F8897969258171818780%2F71821238777411&custom3=lisegreen.biz&t=1609205147920" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=BEFORE_OPTOUT_REQ&t=1609205147921" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=FINISHED&custom1=www.blogger.com&t=1609205147924" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=&wid=51824&sid=&tid=6967&rid=OPTOUT_RESPONSE_OK&t=1609205148538" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205148543" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_INJECT&t=1609205148546" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=cd1d2&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205148572" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" /><img src="https://lisegreen.biz/metric/?mid=90f06&wid=51824&sid=&tid=6967&rid=MNTZ_LOADED&t=1609205148865" style="display: none; height: 0; visibility: hidden; width: 0;" x9rfftldz="" />Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com1tag:blogger.com,1999:blog-8897969258171818780.post-81180678504143720982019-08-27T20:12:00.001-07:002019-09-03T02:33:05.567-07:00METODE 55X5 YANG SANGAT DAHSYAT!!<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: center;">
<a href="https://3.bp.blogspot.com/-ZUdPW1e5C0g/XWXwlnAAB1I/AAAAAAAAHZw/oWwqEYyzIbgdJJ0zRloCvpMEXagzuoCmACLcBGAs/s1600/maxresdefault.jpg" imageanchor="1"><img border="0" data-original-height="720" data-original-width="1280" height="180" src="https://3.bp.blogspot.com/-ZUdPW1e5C0g/XWXwlnAAB1I/AAAAAAAAHZw/oWwqEYyzIbgdJJ0zRloCvpMEXagzuoCmACLcBGAs/s320/maxresdefault.jpg" width="320" /></a> </div>
<br />
Saya ingin berbagi pengalaman saya dengan menggunakan teknik repetisi untuk mengubah pikiran bawah sadar. Seperti yang kita ketahui pikiran kita terdiri dari pikiran sadar dan bawah sadar. Nah, pikiran bawah sadar kita lebih dominan yaitu menguasai 88% sedangkan sisanya 12% dikuasai oleh pikiran sadar kita. Maka ketika kita menginginkan sesuatu pikiran sadar dan bawah sadar harus sejalan agar keinginan kita segera terwujud. Cara menyelaraskan pikiran sadar dan pikiran bawah sadar ada 5 diantaranya:<br />
<span class="fullpost">
1.Repetisi (afirmasi, visualisasi, metode 55x5) </span><br />
<span class="fullpost">2.Bergabung dengan kelompok sosial yang dapat mendukung keinginan kita </span><br />
<span class="fullpost">3.Kondisi emosi tertentu (misal saat kita mendapat prestasi kemudian teman, guru kita mengatakan, "kamu memang hebat, calon orang sukses" maka mindset ‘sukses’ akan tertanam dalam diri kita) </span><br />
<span class="fullpost">4.Ucapan dari pihak yang dianggap memiliki otoritas (ustad, guru, orang tua dll)</span><br />
<span class="fullpost">5.Pada saat pikiran kita berada di gelombang alpha (pagi hari bangun tidur dan malam menjelang tidur) </span><br />
<span class="fullpost">Untuk afirmasi dan visualisasi ini sudah saya praktekkan sejak dulu dan Alhamdulillah memang sangat efektif. Misal, ketika saya ingin membeli mobil dengan dana yang masih kurang, saya mencoba mempraktekkan afirmasi bahwa saya memiliki banyak uang. Kemudian visualisasi, setiap membuka laptop tidak lupa saya buka google, saya cari gambar mobil yang saya inginkan. Saat lagi suntuk bekerja saya lihat gambarnya sambil saya bayangkan saya sedang memegang setir mobil tsb. Alhamdulillah, perkiraan semula saya baru bisa membeli mobil bulan Januari atau Februari 2019 ternyata bulan Oktober 2018 mobil tersebut sudah terbeli. Tiba2 ada saja rejeki yang tidak saya duga, DPLK yang katanya baru bisa dicairkan jika sudah pensiun ternyata bisa dicairkan di bulan Juni 2018 dan tidak disangka saya dapat arisan lumayan lah bisa buat tambahan.. </span><br />
<span class="fullpost">Untuk metode 55x5 ini saya baru mengenalnya meskipun sebenarnya metode ini sudah sangat lama. Awal mula saya mencoba metode ini karena saya putus asa dengan chapter 1 disertasi saya yang dicoret2 oleh co-promotor. Menurut saya sih tulisan saya sudah bagus, sudah mentok malah, tapi kok masih disalahkan. So, what should I do then? Ya iyalah itukan menurut saya yang memang kapasitas kompetensinya level rendah, lha ini co-promotor nya sudah Profesor di bidang writing in ELT tentu saja saya belum ada apa2nya dibanding kemampuan beliau. </span><br />
<span class="fullpost">Akhirnya dengan berat hati alias tidak yakin saya mencoba metode 55x5 meski saya tahu dalam menjalankan metode ini harus dengan perasaan yakin, mantab bahwa keinginan kita pasti terkabul. Metode 55x5 ini harus dilakukan di waktu yang sama, dengan cara menulis keinginan kita 55x selama 5 hari berturut2 tanpa menggunakan kata “ingin”, “akan” jadi seolah2 keinginan kita sudah terwujud. Kalimatnya harus diawali dengan kata2, “Saya sangat bahagia dan bersyukur karena…” Nah, selanjutnya diisi sesuai keinginan kita. Saya coba susun kalimat dengan seksama agar pikiran bawah sadar saya tersugesti dengan baik, dan akhirnya jadilah sebuah kalimat, “Saya sangat bahagia dan bersyukur karena menyusun dan bimbingan disertasi saya sangat mudah dan lancar.” </span><br />
<span class="fullpost">Di hari pertama, kedua dan ketiga saya cukup bersemangat menulis meski saya masih kurang yakin. Tetapi di hari ke 4 saya kelelahan, kebetulan saya mulai menulis pukul 21:30 dan saat itu saya baru sampai rumah, alhasil saya ketiduran. Oh ya, syarat metode 55x5 ini harus ditulis selama 5 hari berturut2, jika satu hari lupa maka harus diulang dari awal lagi.
Akhirnya praktek metode 55x5 ini terhenti, dan saya sudah melupakan metode ini. </span><br />
<span class="fullpost">Beberapa hari setelahnya tiba-tiba ada seorang teman yang bertanya tentang perkembangan disertasi saya. Dengan nada pesimis saya ceritakan bahwa disertasi saya banyak dicoret oleh co-promotor dan saya kesulitan dalam merevisinya. Eh kok ya dengan baik hati teman saya ini mau membantu memberikan idenya ke saya, kebetulan teman dosen saya ini dulu juga dibimbing oleh co-promotor yang sama dengan saya, jadi beliau tahu lebih dulu apa yang diinginkan oleh co-promotor. Alhamdulillah, akhirnya satu masalah telah tertangani dengan lancar… </span><br />
<span class="fullpost">Pengalaman ke dua saya adalah ketika tiba-tiba saya ingin memiliki sebuah unit apartment. Huhuhu saya ini memang kurang fokus dalam studi dan banyak maunya, yang pengen mobil lah, pengen unit apartment padahal idealnya saat studi kita harus prihatin, fokus agar studinya segera selesai.. Tapi apa daya saya tidak memiliki anggaran untuk membelinya. Intinya masih banyak alokasi anggaran untuk beberapa tahun ini. Tapi saya ingin sekali… tiap hari saya buka rumah123.com saya coba lihat apartment yang sedang dijual dan saya hanya bisa gigit jari. Saya hanya bisa berangan-angan enak kali ya kalau tiba-tiba ada yang memberi uang kaget 150 juta bisa buat bayar DP unit apartment (impian si miskin??). Saya bayangkan, visualisasikan, dan saya baru ingat bentuk repetisi yang lain yaitu metode 55x5… </span><br />
<span class="fullpost">Mulailah saya praktekkan metode 55x5 ini setiap jam 10 pagi. Kebetulan setiap jam 10 pagi posisi saya sedang rileks di rumah. Saya tulis dengan perasaan bahagia, nyaman, saya bayangkan secara detail bagaimana prosesnya hingga saya bisa memiliki unit tersebut. Kali ini perasaan saya sungguh berbeda dibandingkan dengan praktek metode 55x5 sebelumnya. Saya visualisasikan seolah-olah semuanya sudah saya dapatkan.
Tepat pada hari ke 5, setelah selesai menulis impian saya ini saya membuka HP, browsing di google dengan kata kunci apartment di Malang. Tiba-tiba saya diarahkan ke website malangnews, ada sebuah apartment baru dan kita hanya membayar tanda jadi saja 10 juta. Untuk DP bisa dibayar 2 tahun kemudian. Wow, inilah yang saya cari… saya hanya membayar 10 juta saja sudah bisa pesan unit. Entah kapan dibangun saya tidak peduli karena unit tersebut tidak akan saya tempati, saya hanya ingin berinvestasi. Dengan DP yang dibayarkan 2 tahun lagi berarti saya masih bisa mengupayakannya..
Rupanya setelah selesai saya menulis tadi, ada tarikan alam agar saya browsing dan akhirnya menemukan website tsb. Alhamdulillah.. terimakasih ya Alloh atas hukum tarik menarik yang Engkau ciptakan. </span><br />
<span class="fullpost">Oh ya, ada tata cara dalam mempraktekkan metode 55x5: </span><br />
<span class="fullpost">1.Diawali dengan, “Saya sangat bahagia dan bersyukur karena….” </span><br />
<span class="fullpost">2.Ditulis sebanyak 55x selama 5 hari berturut-turut di waktu yang sama. Lebih bagus jika ditulis pada saat pagi hari setelah bangun tidur atau malam hari menjelang tidur karena waktu tersebut gelombang alpha sedang mendominasi pikiran kita. Jika anda lupa tidak menulis sehari, maka harus diulang dari awal.</span><br />
<span class="fullpost">3.Ditulis dengan perasaan bahagia, seolah-olah apa yang kita inginkan sudah terwujud. Hindari perasaan sangsi, kurang yakin agar keinginan kita bisa segera terwujud.</span><br />
<span class="fullpost">4.Ditulis sendiri dan tidak dapat diwakilkan. Misalnya setelah saya ceritakan pada suami tentang metode ini dia pesan agar saya menuliskan keinginannya. Hal tersebut tidak berlaku, jadi jika kita memiliki keinginan harus diri kita sendiri yang menulis. </span><br />
<span class="fullpost">5.Tujuan menulis ini untuk mendapatkan benda mati bukan benda hidup. Jadi kalau kita menginginkan seseorang agar menjadi pasangan kita, metode ini tidak dapat digunakan karena manusia adalah makhluk bebas. </span><br />
<span class="fullpost">6.Setiap selesai menulis, ucapkan terimakasih 3x.</span><br />
<span class="fullpost"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span class="fullpost"><a href="https://1.bp.blogspot.com/-xEZCLtEIDk8/XWdpxsYzQWI/AAAAAAAAHZ8/VpTVmNpAGK0Gmv668Aty4rvzYOLmYM_iwCLcBGAs/s1600/20190829_104021.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://1.bp.blogspot.com/-xEZCLtEIDk8/XWdpxsYzQWI/AAAAAAAAHZ8/VpTVmNpAGK0Gmv668Aty4rvzYOLmYM_iwCLcBGAs/s320/20190829_104021.jpg" width="320" /></a></span></div>
<span class="fullpost"><br /></span>
<span class="fullpost">7.Setelah mempraktekkan metode 55x5 ini ikuti saja apa yang anda inginkan karena kehidupan sedang mengarahkan anda untuk mewujudkan keinginan anda. </span><br />
<span class="fullpost">Begitulah pengalaman saya dengan metode 55x5. Intinya jika keinginan kita sudah menyatu dalam pikiran sadar dan bawah sadar maka insha Alloh akan dikabulkan oleh Alloh swt. Bukankah Alloh akan sesuai dengan prasangka hambaNya? Teori ini saya dapatkan dari dokter Sigit Setyawadi, Sp.OG. </span></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com30tag:blogger.com,1999:blog-8897969258171818780.post-44035185336438301572017-12-12T22:17:00.001-08:002017-12-12T22:17:18.912-08:00THE PROCESS OF FALSIFICATION TO RATIONALITY IN THE STUDENTS’ SPEAKING SKILL RESEARCH ON ELT (PHILOSOPHY OF SCIENCE)<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A. INTRODUCTION<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> It is always possible that our best
theories will be falsified tomorrow and so their status is that of conjectures
that have not yet been refuted rather than that of confirmed theories. Popper in
Ladyman (2002, p. 71) thought that it is here the intellectual corruption of
Marxists and psychoanalysts lies for whether or not their theories are
falsifiable-they do not state clearly the conditions under which they would
give up their theories. It is this commitment to their theories that Popper thinks
is unscientific. In fact, he demands of scientists that they specify in advance
under what experimental conditions they would give up their most basic
assumptions. For Popper, everything in science is provisional and subject to
correction or replacement.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The view that knowledge must be
certain, a matter of proof and not subject to error has a long history in
philosophy. However from Popper we learn that we should always have a critical
attitude to our best scientific theories. Scientists ought to aim to develop
theories that are as falsifiable as possible which means the theories need to
be both precise and have a broad content.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Our scientific knowledge does not
seem to be purely negative and if it were it would be hard to see why we have
such confidence in certain scientifically informed beliefs. The belief that
certain causes do indeed have certain effects and not that they might not is
what informs our actions. Of course, just when and how we can be justified on
the basis of experience in believing general laws and their consequences for
the future behavior of the natural world is the problem of induction. Most
philosophers, however think that solving this problem is not a matter of
deciding whether it is more rational to take the stairs but why it is more
rational to do so.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Popper’s response to the challenge
of is to introduce the notion of corroborations; a theory is corroborated if it
was a bold conjecture that made novel predictions that were not falsified.
Popper says that it is rational to suppose that the most corroborated theory is
true because we have tried to prove it false in various ways and failed. The
most corroborated theory is not one we have any reason to think is false, so it
is rational to use it in making plans for the future, like leaving a building
by the stairs and not by jumping. Popper stresses that the fact that a theory
is corroborated only means that it invites further challenges.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">B. PREVIOUS RESEARCH<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> In 2005, I conducted a research
under the title “Improving Students’ Speaking Skill by Using Contextual
Teaching and Learning in the University of Kanjuruhan Malang”. I conducted the
classroom action research because the English syllabus has been revised on 2003
namely School-Based Curriculum to keep up with the globalization era. The
objectives of English language teaching are not only used for a set of rules,
but it is also emphasized on the use for communication.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on my observation for the students
on the second semester in Kanjuruhan University, student’s speaking ability was
still unsatisfying. They were still passive and unmotivated to speak English.
That was supported by results of pre-test that have been done before the research.
The average score of pre test was still 10,64 in a 0-24 scale. None of the
students reached the passing minimum score.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">According to Cahyono, (1997, p.2) the
passiveness of the students was caused by internal and external factors.
Internal factors cover lack of motivation, lack of vocabularies reluctant to
express the ideas, while external factors cover no variation of teaching
methods, large class and an interesting topic.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Considering the above condition, I
developed the students’ speaking skill through Contextual Teaching and
Learning. Contextual teaching and learning, an instructional system, is based
on the premise that the meaning emerges from the relationship between content
and its context. Context gives the meaning to content. The broader context within
which students are able to make connections, the more meaning content will hold
for them. A great part of the teacher’s
job, then, is to provide context. The more students are able to connect their
academic lessons to this context, the more meaning they will derive from these
lessons. To discover meaning in knowledge and skills leads to mastery of
knowledge and skills.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">According to Johnsons (2002, p.3)
Contextual Teaching and Learning engages students in significant activities
that help them connect academic studies to their context in real-life
situations. By making these connections, students see meaning in school work.
When students formulate projects or identify interesting problems, when they
make choices and accept responsibility, search out information and reach
conclusions, when they actively choose, order, organize, touch, plan,
investigate, question and make decisions to reach objectives, they connect
academic content and context of life’s situations, and in this way discover
meaning. The discovery of meaning is the central characteristics of Contextual
Teaching and Learning.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This research was expected to give both
theoretical and practical contributions to the teaching of speaking.
Theoretical contribution relates to the principle of language learning that
Contextual teaching and Learning can promote communicative competence and
generate fluency in a second language learning. Practical contribution relates
to the advantages of Contextual Teaching and Learning implementation for
language learning. For the students, the use of Contextual Teaching and
Learning will provide them with a learning atmosphere that encourage the
students to be actively involved in the learning activities and improve
students’ speaking skill ability in English.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on the reflection and data
obtained during the action, I concluded the components of Contextual Teaching
and Learning have been applied successfully in this research. Those components
were Making Connection to Find Meaning, Self Regulated Learning, Collaboration,
Creative Thinking and Authentic Assessment. The students were able to make
connection to find meaning, learning regulate, collaborate and think creative. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Firstly, based on the reflection in
Cycle 2, it could be said that the first indicator for the criteria of success
had fulfilled. The result of students’ response toward Contextual Teaching and
Learning implementation was satisfying.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Concerning with students’ opinion
whether, 18 students (72%) out of 25 students stated that Contextual Teaching and Learning really helped to improve the communication in English, 6
students (24%) answered helped and 1 students (4%) stated did not help. It
meant that the first indicator of this study met the criteria of success: the
students were active and motivated to communicate after the implementation
of Contextual Teaching and Learning.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Secondly, based on the result of
post-test was 16,84. This score has reached the passing minimum score, it was
16 for pronunciation and fluency in a 0-24 scale. It meant that the second
indicator of this study fulfilled the criteria of success. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Before the treatment of the action the
pre-test average score was 10,64. After the action in Cycle 1 there were an
improvement of the average score was 14,92. At last, the average score of
post-test in cycle 2 reached 16,84. Thus, during the action in cycle 1 and
cycle 2 the students’ speaking achievement had increased.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In short, concerning with the research
problem stated in this study, it proved that the implementation of Contextual
Teaching and Learning strategy could improve the students’ speaking skill.
Although there were some considerations concerning with the implementation of
Contextual Teaching and Learning strategy, i.e. group selection, teacher’s and
collaborator’s participation, noisy class. Finally, this action had fulfilled
the criteria of success and the cycle stopped.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">C. REFLECTION <o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In implementing classroom action
research (CAR) has some weaknesses, CAR
cannot be generalized because it only solves the current problems in the class.
CAR also spends a lot of time because we cannot decide how many cycles that the
research finds the criteria of success. In my previous research I improved the
students’ speaking skill by using Contextual Teaching and Learning. I only
focused to improve their fluency and pronunciation in the speaking aspect.
Meanwhile according to Djiwandono (1996, p.133) there are four aspects in
taking the score on the speaking performance, they are grammar, vocabulary,
fluency and pronunciation. I did not improve how the students’ communication
strategy when they spoke to the interlocutors.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Communication problems occur when the
encoded message differs from the decoded message. In other words, the message
sent is not the message received. In daily communicative interaction,
communication strategies are often used as communication is basically
functional. Communication is not just what a message is about but what it wants
to achieve. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Foreign language learners may encounter
various communication problems when their inter language is limited. In order
to convey their messages and remain in a conversation until their communication
goal is achieved, ESL (English as a Second Language) learners need to employ
communication strategies, which have been defined generally as devices used by
second language learners to overcome perceived barriers to achieving specific
communication goals (Faerch & Kasper, 1983).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Miscommunication occurs when one
interprets communicative rules of one culture in terms of the rules of another
culture. In the process of learning a second language, learners make some
errors due to first language interference. By knowing strategies to avoid
misinterpretation between different backgrounds of speakers, the problems
mentioned before shall be avoided easily.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">D. THE NEXT RESEARCH
RELATED TO RATIONALITY<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">According to Kuhn in Ladyman (2002,
p.98), the evaluation of theories depends on local historical circumstances,
and his analysis of the relationship between theory and observation suggests
that theories infect data to such an extent that no way of gathering of
observations can ever be theory neutral and objective. Hence, the degree of
confirmation an experiment gives to hypothesis is not objective, and there is
no single logic of theory testing that can be used to determine which theory is
most justified by the evidence.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Based on my previous research that still
has many weaknesses especially in the communication problem in the next
research I would like to measure the effect of topic familiarity on the
students’ communication strategy. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Communication strategies are usually
associated with spoken language and research has shown that students tend to
use various communication strategies when they are unable to express what they
want to say because of their lack of resources in their second language (L2)
(Hedge, in Lai 2010).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Chang (2006) revealed that while reading
comprehension monitoring efforts were motivated by both topic familiarity and
linguistic difficulty, inferencing events were primarily facilitated by topic
familiarity. Pulido (2007) also found that familiarity of the learners with the
topics of the reading tasks leads to better comprehension of the texts. Combs
(2008) revealed that neither typographically enhanced text nor the topic
familiarity training had a significant impact on the acquisition of form.
Schmidt-Rinehart (1994) indicated that the subjects scored considerably higher
on the familiar topic than on the new one. In a similar study, Sadighi and Zare
(2002) provided some evidence in support of the effect of background knowledge
on listening comprehension. Othman and Vanathas (2004) also indicated that
topic familiarity has an influence on listening comprehension. Chang & Read
(2007) also revealed that providing background knowledge and familiarizing the
learners with the listening tasks’ topics is the most effective support for
listening comprehension of the EFL learners. Rahimpour and Hazar (2007)
revealed that the topic familiarity had a positive effect on accuracy and
fluency of participants’ oral output but it had a negative effect on complexity
of their oral performance. Hayati (2009) concluded that familiarity of the
language learners with culturally-oriented language material promotes the
Iranian EFL learners’ listening proficiency. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">As it can be concluded from the results
of the above mentioned studies that have been done on the effects of topic
familiarity or prior knowledge on L2 learners’ reading and listening
comprehension, in most of them, it has positive effects on reading and
listening proficiency. However, according to Rahimpour and Hazar (2007), it is
necessary to consider topic familiarity as a task feature in syllabus design
and materials development. So, because of its importance in topic-based language
teaching, there is a need to consider the effects of topic familiarity on four
language skills.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The significance of the research here,
theoretically it will contribute to more understanding of the communication
strategy. The result of this study hopefully will enrich the body of knowledge
about how topic familiarity influences the students’ communication strategy in
EFL context, more specifically in Indonesia. Practically, the finding of this
research will give contribution to the ELT teachers and learners in Indonesia
about the effect of topic familiarity on communication strategy.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">E. CONCLUSION<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> In the falsification stated by
Popper we can conclude that the corroborated theory is important to support the
next plan for the research. The previous research that I conducted in 2005 had
some weaknesses especially in improving speaking skill therefore I would like
to concern with communication strategies. But the theory of contextual teaching
and learning supports me to measure the effect of topic familiarity on the
students’ communication strategy. Based on the theory on the rationality, Kuhn
in Ladyman (2002, p. 121) guides me to have paradigms about theory that should
be accurate, consistent, wide in the scope, simple and fruitful. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">REFERENCES<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Cahyono, Bambang.
(1997). <i>Pengajaran Bahasa Inggris :
Teknik, Strategi dan Hasil Penelitian. Malang</i>: IKIP Malang.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Chang, C.
(2006). Effects of Topic Familiarity and Linguistic Difficulty on the Reading
Strategies and Mental Representations of
Nonnative Readers of Chinese. <i>Journal
of Language and Learning</i>, 4 (4), 172-198.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Chang, A. C.,
& Read, J. (2007). Support for Foreign Language Listeners: Its
Effectiveness and Limitations. <i>RELC
Journal</i>, 38(3), 375-395.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Combs, C.
(2008). Topic Familiarity and Input Enhancement: An Empirical Investigation. <i>Working Papers in TESOL and Applied
Linguistics</i>, 8(2), 1-51.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Djiwandono,
Sunardi. (1996). <i>Tes dalam Pengajaran
Bahasa</i>. IKIP Malang.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Faerch,
C., & Kasper, G. (1983). <i>Strategies
in Interlanguage Communication</i>. New York:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Longman.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Johnson,
Elaine, B.(2002). <i>Contextual Teaching and
Learning</i>. California: Corwin Press, INC.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -4.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Ladyman, James. (2002).
<i>Understanding Philosophy of Science</i>.
Routledge. London.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Lai, Hongling. (2010).
Gender Effect on the Use of CSs. <i>English
Language Teaching</i> Vol 3 No 4, December 2010.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Othman, J. and
Vanathas, C. (2004). <i>Topic Familiarity
and Its Influence on Listening Comprehension. The English Teacher</i>, 8,
19-32.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Pulido, D.
(2004). <i>The Relationship between Text
Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter
of Topic Familiarity Language Learning</i>, 54, 469-53.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Rahimpour, M.,
& Hazar, F. (2007). Topic Familiarity Effect on Accuracy, Complexity, and
Fluency of L2 Oral Output. <i>The Journal of
Asia TEFL</i>, 4(4), 191-211.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Sadighi, F.
& Zare, S. (2002). Is Listening Comprehension Influenced by the Background
Knowledge of the Learners? A Case Study of Iranian EFL Learners. <i>The Linguistics Journal</i>, 1(3), 110-126.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Schmidt-Rinehart,
B. C. (1994). The Effect of Topic Familiarity on Second Language Listening
Comprehension. <i>Modern Language Journal</i>,
78(2), 179-189.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-66447631132679134522017-12-12T22:10:00.001-08:002017-12-12T22:10:14.123-08:00WORKING MEMORY CAPACITY, TOPIC FAMILIARITY, AND COMMUNICATION STRATEGIES (PRE PROPOSAL)<div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">CHAPTER
I<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">INTRODUCTION<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This research will investigate the
effect of working capacity memory and topic familiarity on communication
strategy. This chapter is concerned with background of the study, statement of
the problem, hypothesis, significance of the study, and definition of key terms.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.1<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Background of the Study<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Language
learning cannot be separated from its culture. Language is a clear
manifestation of culture. A word can has both cognitive meaning and cultural
meaning. Cultural meaning refers to words and expressions which represent
cultural perception, values and behavior. At discourse level, the link between
language, communication and culture is virtually inseparable.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In real life,
people use language to communicate to other people. People often use the same
language with people they talk to in order to make them understand and get the
meaning of the message. This event can be called as communication.
Communication problems occur when the encoded message differs from the decoded
message. In other words, the message sent is not the message received. In daily
communicative interaction, communication strategies are often used as
communication is basically functional. Communication is not just what a message
is about but what it wants to achieve.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Foreign language
learners may encounter various communication problems when their inter language
is limited. In order to convey their messages and remain in a conversation
until their communication goal is achieved, ESL (English as a Second Language)
learners need to employ communication strategies, which have been defined
generally as devices used by second language learners to overcome perceived
barriers to achieving specific communication goals (Faerch & Kasper, 1983).<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Miscommunication
occurs when one interprets communicative rules of one culture in terms of the
rules of another culture. In the process of learning a second language,
learners make some errors due to first language interference. By knowing
strategies to avoid misinterpretation between different backgrounds of
speakers, the problems mentioned before shall be avoided easily.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Corder (1983)
defines such strategies as “a systematic technique employed by a speaker to
express his meaning when faced with some difficulty”. The term communication
strategies is often limited to strategies resorted to when the second language
learner has difficulty with communicating. Thus, communication strategy is used
when things go wrong, it is “a spare type for emergencies”.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Ellis (1994 p.
182) defines communication strategies as psycholinguistic plans which exist as
part of the language user’s communicative competence. They are potentially
conscious and serve as substitutes for production plans which the learner is
unable to implement”. Ellis (1994) also suggests that communication strategies
be seen as a set of skills, which learners use in order to overcome their
inadequacies in the target language. When students fail to communicate because
of their limited knowledge in the target language they have to find a way to
communicate in other ways, for example by imitating sounds, code-switching or
avoiding the topic.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Communication
strategies are usually associated with spoken language and research has shown
that students tend to use various communication strategies when they are unable
to express what they want to say because of their lack of resources in their
second language (L2) (Hedge, in Lai 2010). When learners experience that
fluency in their first language (hereafter L1) does not follow the same pattern
as their L2, a gap is created in the knowledge of their L2. These gaps can take
many forms: a word, a phrase, a structure, a tense marker or an idiom
(Bialystok 1990:1). In order to overcome that gap, learners have two options:
they can either leave the original communicative goal or they can try to reach
other alternative plans and use other linguistic means that they have at their
disposal.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In line with the
explanation above, the researcher may say that communication strategies are the
strategies of communication that someone of non-native speaker of one language
should know in order to avoid some problems that may occur during the
conversation with the interlocutors. It is also important to know that culture
and language cannot be separated, therefore in the context of language
teaching, the knowledge of language and its culture need to be taught as well
to second language learners. By letting the learners know about it, they may
solve their problems during communication and may choose properly which
strategies of communication they are going to use. The role of teachers in
introducing communication strategies to the learners could determine their
learners’ successfulness in facing problems of communication occur in real life
situations.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This is an
issue, in that working memory capacity may be differentially affected,
depending on the communication strategy factor because there could be
qualitative differences in the complexity level of speaking tasks involved in
each case (Sasaki, 2000) and the degree of activated and reconstructed
schematic information stored in long term memory (LTM). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Particularly, the more difficult
tasks given to the students the more complicated working memory processing will
be. Alptekin (2009) and Weissheimer (2011) in their research found that unlike
recall tasks, recognition tasks fail to detect individual differences in
working-memory storage. They further indicate that composite scores of storage
and processing correlate with inferential rather than literal understanding in
L2 speaking when recall based rather than recognition based speaking span tests
are used to measure storage. In L2 speech production, it was found that both
lower and higher span individuals experienced increase in L2 speech production
scores between phases. However, only lower span participants had a statistically
significant improvement in working memory scores over trials.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Furthermore, the
cognitive resources underlying speaking as a whole can be associated with the
processing and storage functions of working memory capacity. It is important to
probe what role working memory plays speaking skill take in terms of its
multilevel representational architecture, particularly with respect to its
specific dimension of literal, academic, public speaking.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Working memory
is considered one of the essential constructs within the area of cognitive
research. There is general agreement that memory has multiple components, each
serving different time and/or processing functions. Working memory more
specifically has gained considerable interest in numerous fields of psychology
(including, but not limited to, cognitive psychology, developmental psychology,
and neuropsychology) throughout the last two decades. Research in those areas
has investigated a variety of topics, such as the relation between working
memory and general intelligence (Conway, Kane, & Engle, 2003). <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">From cognitive
point of view, cognitive psychologists believe that knowledge can be organized
in the form of schemata background knowledge or knowledge of the world which is
essential for the way we learn language Long (1990). As cited by Sarandi
(2010), the term background information covers a range of knowledge types
containing the world knowledge, topic familiarity and prior experience in a
field (content schemata), the expectation of the rhetoric of a text (formal
schemata) Carrel and Eisterhold, (1983), and the information gotten from
earlier input, usually termed as co-textual information Brown and Yule (1983).
Through stimulating previous knowledge, readers or listeners' familiarity with
text content appears to help general comprehension, in fact, in this process;
the focus of the learners is on meaning not form of the written or spoken text.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Chang (2006)
revealed that while reading comprehension monitoring efforts were motivated by
both topic familiarity and linguistic difficulty, inferencing events were
primarily facilitated by topic familiarity. Pulido (2007) also found that
familiarity of the learners with the topics of the reading tasks leads to
better comprehension of the texts. Combs (2008) revealed that neither
typographically enhanced text nor the topic familiarity training had a
significant impact on the acquisition of form. Schmidt-Rinehart (1994)
indicated that the subjects scored considerably higher on the familiar topic
than on the new one. In a similar study, Sadighi and Zare (2002) provided some
evidence in support of the effect of background knowledge on listening
comprehension. Othman and Vanathas (2004) also indicated that topic familiarity
has an influence on listening comprehension. Chang & Read (2007) also
revealed that providing background knowledge and familiarizing the learners
with the listening tasks’ topics is the most effective support for listening
comprehension of the EFL learners. Rahimpour and Hazar (2007) revealed that the
topic familiarity had a positive effect on accuracy and fluency of
participants’ oral output but it had a negative effect on complexity of their
oral performance. Hayati (2009) concluded that familiarity of the language
learners with culturally-oriented language material promotes the Iranian EFL
learners’ listening proficiency. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">As it can be
concluded from the results of the above mentioned studies that have been done
on the effects of topic familiarity or prior knowledge on L2 learners’ reading
and listening comprehension, in most of them, it has positive effects on
reading and listening proficiency. However, according to Rahimpour and Hazar
(2007), it is necessary to consider topic familiarity as a task feature in
syllabus design and materials development. So, because of its importance in
topic-based language teaching, there is a need to consider the effects of topic
familiarity on four language skills.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.2<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Statement of the Problem<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
general, this study will be intended to investigate the effect of working
capacity memory and topic familiarity on speaking strategy. To be more specific,
this study addresses the following research question:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; tab-stops: 0in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Does foreign language working capacity
memory affect EFL communication strategy?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; tab-stops: 0in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Does topic familiarity affect EFL
communication strategy?<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo2; tab-stops: 0in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Is there any interaction between working
capacity memory and topic familiarity in the EFL communication strategy?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l3 level2 lfo1; tab-stops: 0in; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.3<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Significance of the Study<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
significance of the research here, theoretically it will contribute to more
understanding of the communication strategy. The result of this study hopefully
will enrich the body of knowledge about how working capacity memory and topic
familiarity influence the students’ communication strategy in EFL context, more
specifically in Indonesia. Practically, the finding of this research will give
contribution to the ELT teachers and learners in Indonesia about the effect of
working capacity memory and topic familiarity on communication strategy.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.4<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Hypothesis<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In addressing the
research question, the researcher will develop the following hypothesis:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There
is an effect of working memory capacity on students’ communication strategy.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There
is an effect of topic familiarity on students’ communication strategy.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo3; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">There
is an interaction effect between working memory capacity and topic familiarity
on students’ communication strategy.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The hypothesis
will aim to lead the researcher to choose the research method as the roadmap to
understand the output of the research. Moreover, the hypothesis will also help
the researcher predict the outcome dealing with the effect of working capacity
memory and topic familiarity on students’ communication strategy.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .25in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l3 level2 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.5<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; font-weight: normal; line-height: normal;"> </span></span></b><!--[endif]--><b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Definition of Key Terms<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The definition will be given here to
avoid misunderstanding and misinterpretation about the terms used in this
research.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Working
capacity memory is a limited capacity information processing system that allows
the active maintenance of information in the face of concurrent distraction
while tackling a variety of cognitive task.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Topic
familiarity is the mismatch between topic and speakers’ domain knowledge.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l2 level1 lfo4; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Communication
strategy is the strategy of communication that someone of non-native speaker of
one language should know in order to avoid some problems that may occur during
the conversation with the interlocutors.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">CHAPTER
II<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">RESEARCH
METHOD<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This chapter discusses some topics
related to research method employed in this study. Those topics are the
research design, population and sample, instrumentation, data collection, and
data analysis.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.1 Research Design<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> This study will be conducted for the
advanced level of the university students. The participants involved in this
study will be the university students in the seventh semester of English
department who have the minimum score 450 of University English proficiency
test. Besides, the students will have been fulfilling speaking course in the S1
degree of English education department. The researcher will assume that the
students have sufficient knowledge to understand in speaking. This research
will try to investigate how working capacity memory and topic familiarity
affect communication strategy in substitution, reconceptualization, reduction
and achievement strategies in the students’ speaking skill. To enhance all the
objectives of this study, the researcher will use daily topic, then the researcher
will connect the history, meaning, and working memory capacity, and topic
familiarity in the EFL speaking. In short the procedure of this study of this
study can be seen in Figure 2.1:<o:p></o:p></span></div>
<table align="left" cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td height="0" width="0"></td>
<td width="71"></td>
<td width="142"></td>
<td width="78"></td>
<td width="30"></td>
<td width="203"></td>
<td width="89"></td>
<td width="53"></td>
</tr>
<tr>
<td height="36"></td>
<td colspan="2"></td>
<td bgcolor="white" colspan="3" height="36" style="background: white; border: .75pt solid black; vertical-align: top;" width="311"><!--[endif]--><!--[if !mso]--><span style="left: 0pt; mso-ignore: vglayout; position: absolute; z-index: 251659264;">
<table cellpadding="0" cellspacing="0" style="width: 100%px;">
<tbody>
<tr>
<td><!--[endif]-->
<div class="shape" style="padding: 4.35pt 7.95pt 4.35pt 7.95pt;" v:shape="Text_x0020_Box_x0020_2">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Preliminary Study<o:p></o:p></span></div>
</div>
<!--[if !mso]--></td>
</tr>
</tbody></table>
</span><!--[endif]--><!--[if !mso & !vml]--> <!--[endif]--><!--[if !vml]--></td>
</tr>
<tr>
<td height="4"></td>
</tr>
<tr>
<td height="33"></td>
<td colspan="3"></td>
<td align="left" valign="top"><img height="33" src="file:///C:/Users/Toshiba/AppData/Local/Temp/msohtmlclip1/01/clip_image001.png" v:shapes="Down_x0020_Arrow_x0020_2" width="30" /></td>
</tr>
<tr>
<td height="2"></td>
</tr>
<tr>
<td height="55"></td>
<td bgcolor="white" colspan="6" height="55" style="background: white; border: .75pt solid black; vertical-align: top;" width="613"><!--[endif]--><!--[if !mso]--><span style="left: 0pt; mso-ignore: vglayout; position: absolute; z-index: 251662336;">
<table cellpadding="0" cellspacing="0" style="width: 100%px;">
<tbody>
<tr>
<td><!--[endif]-->
<div class="shape" style="padding: 4.35pt 7.95pt 4.35pt 7.95pt;" v:shape="_x0000_s1030">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Selecting
the participants of the study by asking the students to do the University’s
English Proficiency test<o:p></o:p></span></div>
</div>
<!--[if !mso]--></td>
</tr>
</tbody></table>
</span><!--[endif]--><!--[if !mso & !vml]--> <!--[endif]--><!--[if !vml]--></td>
</tr>
<tr>
<td height="39"></td>
</tr>
<tr>
<td height="55"></td>
<td></td>
<td bgcolor="white" colspan="6" height="55" style="background: white; border: .75pt solid black; vertical-align: top;" width="595"><!--[endif]--><!--[if !mso]--><span style="left: 0pt; mso-ignore: vglayout; position: absolute; z-index: 251665408;">
<table cellpadding="0" cellspacing="0" style="width: 100%px;">
<tbody>
<tr>
<td><!--[endif]-->
<div class="shape" style="padding: 4.35pt 7.95pt 4.35pt 7.95pt;" v:shape="_x0000_s1028">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Administering
students’ working capacity memory test through communication strategy test<o:p></o:p></span></div>
</div>
<!--[if !mso]--></td>
</tr>
</tbody></table>
</span><!--[endif]--><!--[if !mso & !vml]--> <!--[endif]--><!--[if !vml]--></td>
</tr>
</tbody></table>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<!--[if gte vml 1]><v:shapetype id="_x0000_t202"
coordsize="21600,21600" o:spt="202" path="m,l,21600r21600,l21600,xe">
<v:stroke joinstyle="miter"/>
<v:path gradientshapeok="t" o:connecttype="rect"/>
</v:shapetype><v:shape id="Text_x0020_Box_x0020_2" o:spid="_x0000_s1032"
type="#_x0000_t202" style='position:absolute;left:0;text-align:left;
margin-left:0;margin-top:0;width:229.1pt;height:22.2pt;z-index:251659264;
visibility:visible;mso-wrap-style:square;mso-width-percent:400;
mso-height-percent:200;mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;
mso-wrap-distance-right:9pt;mso-wrap-distance-bottom:0;
mso-position-horizontal:center;mso-position-horizontal-relative:text;
mso-position-vertical:absolute;mso-position-vertical-relative:text;
mso-width-percent:400;mso-height-percent:200;mso-width-relative:margin;
mso-height-relative:margin;v-text-anchor:top' o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF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=
">
<v:textbox style='mso-fit-shape-to-text:t'/>
</v:shape><v:shape id="_x0000_s1030" type="#_x0000_t202" style='position:absolute;
left:0;text-align:left;margin-left:-159.75pt;margin-top:56.2pt;width:455.25pt;
height:36.45pt;z-index:251662336;visibility:visible;mso-wrap-style:square;
mso-width-percent:0;mso-height-percent:200;mso-wrap-distance-left:9pt;
mso-wrap-distance-top:0;mso-wrap-distance-right:9pt;
mso-wrap-distance-bottom:0;mso-position-horizontal:absolute;
mso-position-horizontal-relative:text;mso-position-vertical:absolute;
mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent:200;
mso-width-relative:margin;mso-height-relative:margin;v-text-anchor:top'
o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF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=
">
<v:textbox style='mso-fit-shape-to-text:t'/>
</v:shape><v:shape id="_x0000_s1028" type="#_x0000_t202" style='position:absolute;
left:0;text-align:left;margin-left:-106.5pt;margin-top:126.75pt;width:441.75pt;
height:36.45pt;z-index:251665408;visibility:visible;mso-wrap-style:square;
mso-width-percent:0;mso-height-percent:200;mso-wrap-distance-left:9pt;
mso-wrap-distance-top:0;mso-wrap-distance-right:9pt;
mso-wrap-distance-bottom:0;mso-position-horizontal:center;
mso-position-horizontal-relative:text;mso-position-vertical:absolute;
mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent:200;
mso-width-relative:margin;mso-height-relative:margin;v-text-anchor:top'
o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF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">
<v:textbox style='mso-fit-shape-to-text:t'/>
</v:shape><v:shapetype id="_x0000_t67" coordsize="21600,21600" o:spt="67"
adj="16200,5400" path="m0@0l@1@0@1,0@2,0@2@0,21600@0,10800,21600xe">
<v:stroke joinstyle="miter"/>
<v:formulas>
<v:f eqn="val #0"/>
<v:f eqn="val #1"/>
<v:f eqn="sum height 0 #1"/>
<v:f eqn="sum 10800 0 #1"/>
<v:f eqn="sum width 0 #0"/>
<v:f eqn="prod @4 @3 10800"/>
<v:f eqn="sum width 0 @5"/>
</v:formulas>
<v:path o:connecttype="custom" o:connectlocs="10800,0;0,@0;10800,21600;21600,@0"
o:connectangles="270,180,90,0" textboxrect="@1,0,@2,@6"/>
<v:handles>
<v:h position="#1,#0" xrange="0,10800" yrange="0,21600"/>
</v:handles>
</v:shapetype><v:shape id="Down_x0020_Arrow_x0020_2" o:spid="_x0000_s1031"
type="#_x0000_t67" style='position:absolute;left:0;text-align:left;
margin-left:60pt;margin-top:28.85pt;width:15pt;height:21pt;z-index:251660288;
visibility:visible;mso-wrap-style:square;mso-width-percent:0;
mso-height-percent:0;mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;
mso-wrap-distance-right:9pt;mso-wrap-distance-bottom:0;
mso-position-horizontal:absolute;mso-position-horizontal-relative:text;
mso-position-vertical:absolute;mso-position-vertical-relative:text;
mso-width-percent:0;mso-height-percent:0;mso-width-relative:margin;
mso-height-relative:margin;v-text-anchor:middle' o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF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" adj="13886" fillcolor="#4f81bd [3204]" strokecolor="#243f60 [1604]"
strokeweight="2pt"/><![endif]--><!--[if !vml]--><span style="mso-ignore: vglayout; position: relative; z-index: 251659264;"><span style="height: 224px; left: 0px; left: 7px; position: absolute; top: -1px; width: 666px;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> </span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div class="MsoNormal">
<br /></div>
<br clear="ALL" />
<br />
<div class="MsoNormal">
<!--[if gte vml 1]><v:shapetype id="_x0000_t75" coordsize="21600,21600"
o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe" filled="f"
stroked="f">
<v:stroke joinstyle="miter"/>
<v:formulas>
<v:f eqn="if lineDrawn pixelLineWidth 0"/>
<v:f eqn="sum @0 1 0"/>
<v:f eqn="sum 0 0 @1"/>
<v:f eqn="prod @2 1 2"/>
<v:f eqn="prod @3 21600 pixelWidth"/>
<v:f eqn="prod @3 21600 pixelHeight"/>
<v:f eqn="sum @0 0 1"/>
<v:f eqn="prod @6 1 2"/>
<v:f eqn="prod @7 21600 pixelWidth"/>
<v:f eqn="sum @8 21600 0"/>
<v:f eqn="prod @7 21600 pixelHeight"/>
<v:f eqn="sum @10 21600 0"/>
</v:formulas>
<v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/>
<o:lock v:ext="edit" aspectratio="t"/>
</v:shapetype><v:shape id="Picture_x0020_4" o:spid="_x0000_s1029" type="#_x0000_t75"
style='position:absolute;margin-left:225.75pt;margin-top:0;width:20.15pt;
height:23.5pt;z-index:-251653120;visibility:visible;mso-wrap-style:square;
mso-width-percent:0;mso-height-percent:0;mso-wrap-distance-left:9pt;
mso-wrap-distance-top:0;mso-wrap-distance-right:9pt;
mso-wrap-distance-bottom:0;mso-position-horizontal:absolute;
mso-position-horizontal-relative:text;mso-position-vertical:absolute;
mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent:0;
mso-width-relative:page;mso-height-relative:page'>
<v:imagedata src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png"
o:title=""/>
</v:shape><![endif]--><!--[if !vml]--><span style="height: 31px; margin-left: 301px; margin-top: 0px; mso-ignore: vglayout; position: absolute; width: 27px; z-index: 251663352;"><img height="31" src="file:///C:/Users/Toshiba/AppData/Local/Temp/msohtmlclip1/01/clip_image003.png" v:shapes="Picture_x0020_4" width="27" /></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<br clear="ALL" />
<br />
<table cellpadding="0" cellspacing="0">
<tbody>
<tr>
<td bgcolor="white" height="36" style="background: white; border: .75pt solid black; vertical-align: top;" width="590"><!--[endif]--><!--[if !mso]--><span style="mso-ignore: vglayout; position: absolute; z-index: 251668480;">
<table cellpadding="0" cellspacing="0" style="width: 100%px;">
<tbody>
<tr>
<td><!--[endif]-->
<div class="shape" style="padding: 4.35pt 7.95pt 4.35pt 7.95pt;" v:shape="_x0000_s1027">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Administering
the students’ topic familiarity test through familiar and unfamiliar topic<o:p></o:p></span></div>
</div>
<!--[if !mso]--></td>
</tr>
</tbody></table>
</span><!--[endif]--><!--[if !mso & !vml]--> <!--[endif]--><!--[if !vml]--></td>
</tr>
</tbody></table>
<div class="MsoNormal">
<!--[if gte vml 1]><v:shape id="_x0000_s1027"
type="#_x0000_t202" style='position:absolute;margin-left:15.75pt;margin-top:41.25pt;
width:438pt;height:22.2pt;z-index:251668480;visibility:visible;
mso-wrap-style:square;mso-width-percent:0;mso-height-percent:200;
mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right:9pt;
mso-wrap-distance-bottom:0;mso-position-horizontal:absolute;
mso-position-horizontal-relative:text;mso-position-vertical:absolute;
mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent:200;
mso-width-relative:margin;mso-height-relative:margin;v-text-anchor:top'
o:gfxdata="UEsDBBQABgAIAAAAIQC75UiUBQEAAB4CAAATAAAAW0NvbnRlbnRfVHlwZXNdLnhtbKSRvU7DMBSF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">
<v:textbox style='mso-fit-shape-to-text:t'/>
</v:shape><![endif]--><!--[if !vml]--><span style="height: 36px; margin-left: 20px; margin-top: 54px; mso-ignore: vglayout; position: absolute; width: 590px; z-index: 251668480;">
</span><!--[endif]--><!--[if gte vml 1]><v:shape id="Picture_x0020_7" o:spid="_x0000_s1026"
type="#_x0000_t75" style='position:absolute;margin-left:225.75pt;margin-top:15pt;
width:20.15pt;height:23.5pt;z-index:-251650048;visibility:visible;
mso-wrap-style:square;mso-width-percent:0;mso-height-percent:0;
mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;mso-wrap-distance-right:9pt;
mso-wrap-distance-bottom:0;mso-position-horizontal:absolute;
mso-position-horizontal-relative:text;mso-position-vertical:absolute;
mso-position-vertical-relative:text;mso-width-percent:0;mso-height-percent:0;
mso-width-relative:page;mso-height-relative:page'>
<v:imagedata src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image002.png"
o:title=""/>
</v:shape><![endif]--><!--[if !vml]--><span style="height: 31px; margin-left: 301px; margin-top: 20px; mso-ignore: vglayout; position: absolute; width: 27px; z-index: 251666424;"><img height="31" src="file:///C:/Users/Toshiba/AppData/Local/Temp/msohtmlclip1/01/clip_image003.png" v:shapes="Picture_x0020_7" width="27" /></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;"> <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%;">Figure
2.1 The Procedure of Study<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> In order to control individual
differences in communication, it will be decided that the best method for this
investigation is to give experimental conditions to all of the participants.
The design clearly has an advantage over independent design in which the
participants will be divided into some groups with different treatment.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Related to the research design,
there will be two experimental conditions: working capacity memory and topic
familiarity (with two types: familiar and unfamiliar topic). Table 2.1 will demonstrate that all of the
participants will be categorized into two levels of working capacity memory
i.e. upper and lower, takes part in all experimental conditions. In short
two-way ANOVA will be applied in the present piece of research.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Table 2.1 Experimental Condition for Communication
Strategies in Relation to <o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Working Capacity Memory and Topic Version<o:p></o:p></span></div>
<table align="left" border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; margin-left: 6.75pt; margin-right: 6.75pt; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-anchor-horizontal: margin; mso-table-anchor-vertical: paragraph; mso-table-left: center; mso-table-lspace: 9.0pt; mso-table-rspace: 9.0pt; mso-table-top: 13.45pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td colspan="2" rowspan="2" style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 153.0pt;" valign="top" width="204">
<div align="center" class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<br /></div>
</td>
<td colspan="2" style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 184.5pt;" valign="top" width="246">
<div align="center" class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Topic<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="126">
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Familiar<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120">
<div align="center" class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Unfamiliar<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td rowspan="2" style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 78.3pt;" valign="top" width="104">
<div align="center" class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Working Memory Capacity<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 74.7pt;" valign="top" width="100">
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">High Capacity<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="126">
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">N students<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120">
<div align="center" class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">N</span> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">students<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 74.7pt;" valign="top" width="100">
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Low Capacity<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 94.5pt;" valign="top" width="126">
<div align="center" class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">N students<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.25in;" valign="top" width="120">
<div align="center" class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; mso-element-anchor-horizontal: margin; mso-element-anchor-vertical: paragraph; mso-element-frame-hspace: 9.0pt; mso-element-left: center; mso-element-top: 13.45pt; mso-element-wrap: around; mso-element: frame; mso-height-rule: exactly; text-align: center;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">N</span> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">students<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<br /></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin: 0in; mso-add-space: auto; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.3 Population and
Sample<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The population of this study will be
Indonesian undergraduate students enrolled in an English-medium university in
Indonesia. They should be successful on the university’s English proficiency
test; the minimum requirement score is 450. Furthermore, the researcher will
decide that the sample of the study will be the seventh semester students of
English department of Kanjuruhan University of Malang who will meet to be the
participants of this study. The most important criteria of this study will be
that the students should get score 450 in university’s English proficiency
tests. The researcher will decide that the sample of this study was about 70
students. The sample of this study will be decided on the basis of the
students’ score of English proficiency test.</span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.4 Research Instrument<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> It will be very important to
determine research instruments. In this study, there will be four kinds of
instrument used to measure the variables under investigation. They were
speaking test, topic to be spoken (familiar and unfamiliar), tape recorder, and
observation checklist.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.5 Data Collection<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> To get the information about working
capacity memory, I would like to use speaking span test as the instrumentation
to measure the students’ memory storage. The test was developed by Daneman and
Carpenter (1980). I would measure the students’ topic familiarity through
familiar and unfamiliar topic reflecting the students’ own culture and
background knowledge. I also asked the previous lecturers who taught speaking
about the topic given in the speaking class.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.6 Data Analysis<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In order to prove the hypothesis I would
like to use two way ANOVA to know the interaction of working capacity memory
and topic familiarity on students’ communication strategy. The instrument that
I would use is oral test (pre test, post test), tape recorder, observation
checklist.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;"> </span></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">REFERENCES<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Alptekin, C.
(2006<i>). Cultural Familiarity in
Inferential and Inferential and Literal Comprehension Process in L2 Reading
System</i>, 34, 494 508. DOI: 10.1016/j.system.2006.05.003.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Brown, G., &
Yule, G. (1983). <i>Teaching the Spoken
Language: an Approach Based on the Analysis of Conversational English</i>.
Cambridge: Cambridge University Press.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Carrel, P.L.,
& Eisterhold, J.C. (1983). <i>Schema
Theory and ESL Reading Pedagogy</i>. TESOL Quarterly, 17 (4), 553-573.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Cervantes,
Carmen A. Rodríguez & Rodriguez, Ruth Roux. (2012). <i>Gist Education and Learning Research Journal</i>. ISSN 1692-5777. No.
6.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Chang, C.
(2006). Effects of Topic Familiarity and Linguistic Difficulty on the Reading
Strategies and Mental Representations of
Nonnative Readers of Chinese. <i>Journal
of Language and Learning</i>, 4 (4), 172-198.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Chang, A. C.,
& Read, J. (2007). Support for Foreign Language Listeners: Its
Effectiveness and Limitations. <i>RELC
Journal</i>, 38(3), 375-395.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Combs, C.
(2008). <i>Topic Familiarity and Input
Enhancement: An Empirical Investigation. Working Papers in TESOL and Applied
Linguistics</i>, 8(2), 1-51.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Conway, A.R.A.,
Kane, M.J., & Engle, R.W. (2003). <i>Working
Memory Capacity and Its Relation to General Intelligence. Trends in Cognitive Sciences</i>,
7, 547-552.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Corder,
S. P. (1983). Strategies of Communication. In C. Faerch, & G. Kasper,
(Eds.), <i>Strategies<o:p></o:p></i></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">in
Interlanguage Communication</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> (pp. 15-19). New York: Longman.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Ellis,
R. (1994). The Study of Second Language Acquisition. Oxford: OUP<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Bialystock, E.
(1990). <i>Communication Strategies: A
Psychological Analysis of Second-Language Use</i>. Oxford: Basil Blackwell Ltd.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Faerch,
C., & Kasper, G. (1983). <i>Strategies
in Interlanguage Communication</i>. New York:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Longman.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Heriyawati, Dwi
Fita. (2015). <i>Working Memory Capacity,
Content Familiarity, and Reading Comprehension</i>. Unpublished Dissertation.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Kazemi, Seyyed A
& Zarei, Leila. (2015). The Efficacy of Topic Familiarity on Oral
Presentation: Extensive Speaking Assessment Task of Iranian EFL Learners in
TBLT. <i>International Journal of Applied
Linguistics & English Literature</i> ISSN 2200-3592 (Print), ISSN 2200-3452
(Online) Vol. 4 No. 3; May 2015<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Kormos, Judit
& Safar, Anna. (2008). <i>Phonological
Short Term, Working Memory and Foreign Performance in Intensive Language
Learning. Bilingualism: Language and Cognition</i> 11 (2), 2008, 261–271 C 2008
Cambridge University Press doi:10.1017/S1366728908003416<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Lai, Hongling.
(2010). Gender Effect on the Use of CSs. <i>English
Language Teaching</i> Vol 3 No 4, December 2010.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Lin, Grace Hui
Chin. (2013). Revealing the Effectiveness of Communication Strategies. The 8th
ELT Conference of AFL, CYUT.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Long, D. R.
(1990). <i>What You Don’t Know Can’t Help
You: An Exploratory Study of Background Knowledge and Second Language Listening
Comprehension. Studies in Second Language Acquisition</i>, 12(1), 65-80.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">MC Donald, J.
(2008). <i>Grammaticality Judgments in
Children: The Role of Age, Working Memory, and Phonological Ability</i>.
Cambridge University Press doi : 10.1017/S0305000907008367<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: .5in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Othman,
J. and Vanathas, C. (2004). <i>Topic
Familiarity and Its Influence on Listening Comprehension. The English Teacher</i>,
8, 19-32.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Pulido, D.
(2004). <i>The Relationship between Text
Comprehension and Second Language Incidental Vocabulary Acquisition: A Matter
of Topic Familiarity Language Learning</i>, 54, 469-53.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Rahimpour, M.,
& Hazar, F. (2007). Topic Familiarity Effect on Accuracy, Complexity, and
Fluency of L2 Oral Output. <i>The Journal of
Asia TEFL</i>, 4(4), 191-211.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Sadighi, F.
& Zare, S. (2002). Is Listening Comprehension Influenced by the Background
Knowledge of the Learners? A Case Study of Iranian EFL Learners. <i>The Linguistics Journal</i>, 1(3), 110-126.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Salahsuri, S.
(2011). The Role of Background Knowledge in Foreign Language Listening
Comprehension. <i>Theory and Practice in
Language Stu</i>dies, Vol. 1, No. 10, pp. 1446-1451, October 2011 © 2011
ACADEMY PUBLISHER Manufactured in Finland. Doi : 10.4304/tpls.1.10.1446-1451<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Salimi, A &
Fatollahnejad, S. (2012). The Effects of Strategic Planning and Topic
Familiarity on Iranian Intermediate EFL Learners’ Written Performance in
Teaching-Based Language Task (TBLT). <i>Theory
and Practice in Language Studies</i>, Vol. 2, No. 11, pp. 2308-2315, November
2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. Doi :
10.4304/tpls.2.11.2308-2315<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Sarandi, H.
(2010). <i>Content Related Support and
Listening Comprehension: Some Limitations. Social and Behavioral Sciences</i>,
2, 5605-5611.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Sasaki, M.
(2000). <i>Effects of Cultural Schemata on
Students’ Test Taking Processes for Cloze Tests: A Multiple Data Source
Approach. Language Testing</i>, 17, 85-114. DOI:10.119/026553200671343210.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Schmidt-Rinehart,
B. C. (1994). <i>The Effect of Topic
Familiarity on Second Language Listening Comprehension. Modern Language Journal</i>,
78(2), 179-189.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Weissheimer, J.
(2011). <i>The Role of Working Memory
Capacity in the Development of L2 Speech Production</i>. Ilha do Desterro.
Florianopolis. No. 60, p 75-104.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Zhao, Tao &
Intaraprasert, Channarong. (2013). Use of Communication Strategies by
Tourism-Oriented EFL Learners in Relation to Gender and Perceived Language
Ability. <i>English Language Teaching</i>;
Vol. 6, No. 7.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com2tag:blogger.com,1999:blog-8897969258171818780.post-32523061065222611342017-12-12T22:06:00.003-08:002017-12-12T22:06:53.109-08:00USE OF COMMUNICATION STRATEGIES BY TOURISM-ORIENTED EFL LEARNERS IN RELATION TO GENDER AND PERCEIVED LANGUAGE ABILITY Tao Zhao & Channarong Intaraprasert (CRITICAL REVIEW)<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A.
ARTICLE REVIEW<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> I
would like to review the article under the title “Use of Communication
Strategies by Tourism-Oriented EFL Learners in Relation to Gender and Perceived
Language Ability”. The researchers of this article are Tao Zhao &
Channarong Intaraprasert. They come from School of Foreign Languages, Institute
of Social Technology, Suranaree University of Technology, Thailand. This
article was published in English Language Teaching; Vol. 6, No. 7; 2013 ISSN
1916-4742 E-ISSN 1916-4750 Published by Canadian Center of Science and
Education with 4 H index.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
introduction is begun with the explanation from the researchers about the
English development in China. In China, English has nowadays been increasingly
learned and used as a foreign language with its rapid development of economy,
which also facilitates the development of the tourism industry because Chinese
governments are encouraging their citizens to learn English, parents are
persuading, even forcing, their children to speak it and college students are
doing English at the expense of their majors (Jiang, 2003). According to China
Daily (2004), the World Tourism Organization (WTO) predicted that China would
be the world's largest tourist destination by the year 2020 and English would
play a more important role in the development of the world's tourism industry.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
tourism-oriented EFL learners in colleges or universities are expected to have
better English language proficiency, especially their oral communication
competence for the future career. However, compared with the EFL learners in
the developed areas of China, the EFL learners in underdeveloped or developing
areas find it difficult to orally communicate due to lack of communicative
opportunities and communication strategies while communicating with people
(Zhang, 2007).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
researchers proposed two research problems, they are:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">What is the overall frequency of each
type of communication strategies employed by Chinese tourism-oriented EFL learners
in relation to gender and perceived language ability? <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; tab-stops: .5in; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Does the employment of strategies for
coping with oral communication problems vary significantly according to the
gender of students and their perceived language ability? If it does, what are
they?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The research design used was
experimental research. The participants
were 814 tourism-oriented EFL learners (261 males and 553 females) were
purposively selected from 6 universities (2 universities in Yunnan Province, 2
universities in Guizhou Province and 2 in Guangxi Province), <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The instrument used was only
communication strategy questionnaire (CSQ), that contained 20 items of
strategies for coping with communication problems (CCP), 10 items of strategies
for understanding interlocutor’s messages (UIM), and 5 items of strategies for
carrying on the conversation as intended (CCI).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The research was conducted during November and
December, 2012, the researcher went to six universities in the Southwest China
in person to collect the data responded to the CSQ, to which 814 university
tourism-oriented EFL learners gave their responses and in analyzing the data
the researchers used Analysis of
Variance (ANOVA), Post-hoc Scheffe Test,
Chi-square Test.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The result of the use of CSs and
students’ gender, the other two individual items of UIM category was very
strong. It suggested that females were more interested in interaction, and more
cooperative to make themselves understood, obviously female students were
active in CSs use and showed significantly higher frequency of individual CSs
use and language strategy use is a gender-related issue. If females were more
active, positive and skillful in using certain strategies to learn a language,
then males may need more help in developing such strategies for communication.
Meanwhile, in the use of CSs and perceived language ability there is no
significant differences between CSs and CCP category and the significant
differences of CS employment were found in the UIM, CCI categories and
individual items of CS employment in relation to student’s perceived language
ability.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The conclusion is in terms of
gender, the results revealed that females were more interested in interaction
and more cooperative to make them understood, while males had greater
confidence, were more risk-taking, and more enjoyed doing the speaking activity
than female students. There is no significant difference according to three
aspects of the investigation related to gender and perceived language ability:
the overall CS use, the CS category, and the individual CSs. However,
interestingly, the findings showed that there were significant differences in
both the CS category and the individual CSs.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">B.
CRITICS AND SUGGESTION<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> I
begin to criticize the introduction, in the introduction the researchers did
not explain the reason they chose gender to be searched. The researchers only
explained the need and importance of English in China and the development of
tourism in China nowadays. The researchers explained the definition of
communication strategies much more than the background.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
researcher did not mention the significant of the study, they only mentioned
the research problem and objective of research. The most important part of the
research was the significant of the study, it should be clearly explained both
theoretically and practically.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
participants in the research were chosen from six universities in three
provinces that were part of developing areas in China. It is representative
enough but unfortunately the researchers chose 553 females and 261 males. The
ratio of female and male were quite unfair, it will affect the result of
statistical calculation that females tend to be more dominant in the
communication.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
instrument of this research was only questionnaire meanwhile the researchers
wanted to measure the effect of communication strategies related to gender and
perceived language ability. The instrument was quite not proper because in
questionnaire the participants could manipulate the data easily. The researchers
should measure the students’ communication strategy by using oral interview related
to Faerch and Kasper (1983) and Littlemore’s theories (2003). The aspect that
should be measured in the communication strategies are achievement strategies,
reduction strategies, substitution strategies and reconceptualization
strategies. When the researchers thought that conducting oral interview spent
very long time (553 females and 261 males), they could reduce the participants
or asking the collaborator to conduct the oral interview. The other instrument
that could be used was tape recorder, then the researchers could listen the
data more than once to avoid the data bias.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Faerch
and Kasper (1983) divided the communication strategies into achievement
strategies and reduction strategies. The achievement strategies applies inter language,
cooperative attitudes, and non-verbal languages meanwhile in the reduction
applies topic avoidance, message abandonment, and meaning replacement. Littlemore
(2003) stated more completely about the aspect of communication strategies,
they are substitution and reconceptualization strategies. Substitution
strategies apply original analogical/metaphoric comparison, conventional
analogical/metaphoric comparison, literal comparison, word transfer with L2
word approximation, super-ordinate, simple word transfer, and substitution plus
strategies. Meanwhile reconceptualization strategies apply componential
analysis, function, activity, place and emotion. Those strategies were quite
suitable and more valid to be used as instrument in this research. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> It
is still related with the instrument that the content of the questionnaire were
not clear enough, e.g. Strategies to Cope with Communication Difficulties (CCP)
no 2: “Using familiar words, phrases or sentences”. The researchers did not
state clearly about familiar words, phrases or sentences. The familiar words,
phrases and sentences must be based on the student’s vocabulary, background of
knowledge, culture etc, therefore it is quite subjective. The researchers should
give the example the kinds of familiar words, phrases or sentences to make the
same understanding, comprehension between one and other participants.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Another
example of unclear instrument in the questionnaire was Strategies to Cope with
Communication Difficulties (CCP) no 5 “Using simple expressions”. The
researchers did not give the example of the simple expression. The participants
who almost never practice English would regard that most of expression were not
simple expression. The researchers should give the guidance the kinds of simple
expression.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
researchers also translated questionnaire into Chinese language to make the
participants more understand and easy to fulfill the questionnaire. In my
opinion, it is not necessary for the researchers to translate because they
wanted to measure the participants’ communication strategy in English. It means
that starting from the questionnaire must be written in English only.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> The
researchers discussed the result clearly and gave a lot of theories in the
discussion. Every result of the research was supported by theories. It makes
the readers more understand comprehensively. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Finally
I suggest that it is better for the researchers to conduct the qualitative
research to know absolutely about the communication strategies used by the
participants, both females and males. That qualitative research will give more
information of the kinds and types communication strategy used by participants
rather than statistical calculation. Theoretically, the result of the qualitative
research can give more information and theories of the way in teaching speaking
especially communication strategies. Practically, for the teacher and students,
they can also improve the way of teaching and learning English especially
speaking and communication strategies. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 0in; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">REFERENCES<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: 181.5pt; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">China
Daily. (2004). <i>China a Top Tourist
Destination by 2020</i>. May 13, 2004. Beijing: China Daily.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Faerch,
C., & Kasper, G. (1983b). On Identifying Communication Strategies in
Interlanguage<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: 181.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Production. in
C. Faerch, & G. Kasper (Eds.), <i>Strategies
in Interlanguage Communication</i>. New York: Longman.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: 181.5pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Jiang,
Y. (2003). English as a Chinese language. <i>English
Today<o:p></o:p></i></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Littlemore,
J. (2003). <i>The Communicative Effectiveness
of Different Types of Communication<o:p></o:p></i></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: 181.5pt;">
<i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Strategy.</span></i><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"> Retrieved November 25<sup>th</sup>,
from </span><a href="http://www.sciencedirect.com/"><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">http://www.sciencedirect.com</span></a><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"><o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 181.5pt;">
<br /></div>
<br />
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; tab-stops: 181.5pt; text-indent: -.5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Zhang,
Y. (2007). <i>Communication Strategies and
Foreign Language Learning</i>. US-China Foreign Language<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-51419980958975155072017-12-12T22:04:00.002-08:002017-12-12T22:04:15.099-08:00ETHNOGRAPHY AND GROUNDED THEORY<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A. Ethnography Research<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Ethnographic designs are qualitative
research procedures for describing, analyzing, and interpreting a
culture-sharing group’s shared patterns of behavior, beliefs, and language that
develop over time. You conduct an ethnography when the study of a group
provides understanding of a larger issue. You also conduct an ethnography when
you have a culture-sharing group to study—one that has been together for some
time and has developed shared values, beliefs, and language. You capture the
“rules” of behavior, such as the informal relationships among teachers who
congregate at favorite places to socialize (Pajak & Blasé, 1984).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1.
Educational anthropologists focused on subculture groups such as: <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
Career and life histories or role analyses of individuals<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "MS Gothic";">b. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Micro ethnographies of
small work and leisure groups within classrooms or schools<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "MS Gothic";">c. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Studies of single
classrooms abstracted as small societies<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "MS Gothic";">d. </span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Studies of school
facilities or school districts that approach these units as discrete communities
<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.
Types of ethnography design:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
Realist Ethnographies, is an objective account of the situation, typically
written in the third-person point of view, reporting objectively on the information
learned from participants at a field site.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b.
Case Studies, is an in-depth exploration of a bounded system (e.g., activity, event,
process, or individuals) based on extensive data collection.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">c.
Critical Ethnographies, are a type of ethnographic research in which the author
is interested in advocating for the emancipation of groups marginalized in our
society.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">3.
The characteristic of ethnography research:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
Cultural theme is a general position, declared or implied, that is openly approved
or promoted in a society or group.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b.
Culture-sharing group in ethnography, is two or more individuals who have
shared behaviors, beliefs, and language.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">c.
A shared pattern, is a common social interaction that stabilizes as tacit rules
and expectations of the group.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">d.
Fieldwork, means that the researcher gathers data in the setting where the
participants are located and where their shared patterns can be studied.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">e.
Description, Themes, and Interpretation.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">-
A description in ethnography is a detailed rendering of individuals and scenes
to depict what is going on in the culture-sharing group.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">-
Thematic data analysis in ethnography consists of distilling how things work
and naming the essential features in themes in the cultural setting.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">-
interpretation in ethnography, the ethnographer draws inferences and forms
conclusions about what was learned.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">f.
Context or Setting, is the setting, situation, or environment that surrounds
the cultural group being studied.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">g.
Researcher Reflexivity, refers to the researcher being aware of and openly
discussing his or her role in the study in a way that honors and respects the
site and participants.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">B. Grounded Theory<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A grounded theory design is a
systematic, qualitative procedure used to generate a theory that explains, at a
broad conceptual level, a process, an action, or an interaction about a substantive
topic. In grounded theory research, this theory is a “process” theory—it explains
an educational process of events, activities, actions, and interactions that
occur over time. Grounded theory generates a theory when existing theories do
not address your problem or the participants that you plan to study. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1.
Types of Grounded Theory Design<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
The Systematic Design, emphasizes the use of data analysis steps of open,
axial, and selective<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">coding,
and the development of a logic paradigm or a visual picture of the theory
generated.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
this definition, three phases of coding exist.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b.
The Emerging Design<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
more flexible, less prescribed form of grounded theory research as advanced by Glaser
(1992) consists of several major ideas:<o:p></o:p></span></div>
<div class="MsoListParagraph" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">-<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Grounded theory exists at the most
abstract conceptual level rather than the least abstract level as found in
visual data presentations such as a coding paradigm.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">-
A theory is grounded in the data and it is not forced into categories.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; text-indent: -.25in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">- A good grounded theory must meet four
central criteria: fi t, work, relevance, and modify ability. By carefully
inducing the theory from a substantive area, it will fit the realities in the eyes
of participants, practitioners, and researchers. If a grounded theory works, it
will explain the variations in behavior of participants. If it works, it has
relevance. The theory should not be “written in stone” ( Glaser, 1992 , p. 15)
and should be modified when new data are present.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">c.
The Constructivist Design<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.
The Characteristics of Grounded Theory Research<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
Process Approach, is a sequence of actions and interactions among people and
events pertaining to a topic.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b.
Theoretical sampling, means that the researcher chooses forms of data collection
that will yield text and images useful in generating a theory.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">c.
Constant comparison is an inductive (from specific to broad) data analysis
procedure in grounded theory research of generating and connecting categories
by comparing incidents in the data to other incidents, incidents to categories,
and categories to other categories.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">d.
Theory Generation is an abstract explanation or understanding of a process
about a substantive<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">topic
grounded in the data.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">e.
Memos are notes the researcher writes throughout the research process to
elaborate on ideas about the data and the coded categories. In memos, the
researcher explores hunches, ideas, and thoughts, and then takes them apart,
always searching for the broader explanations at work in the process.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-79110084530401470282017-12-12T22:02:00.002-08:002017-12-12T22:02:51.319-08:00OTHER MULTIVARIATE DATA ANALYSIS: DISCRIMINANT ANALYSIS, CLUSTER ANALYSIS, OTHERS<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Multivariate Data Analysis refers to any
statistical technique used to analyze data that arises from more than one
variable.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Canonical Correlation/Regression<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">It is also known as multiple multiple
regression or multivariate multiple regression. All other multivariate techniques
may be viewed as simplifications or special cases of this “fully multivariate
general linear model.”<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">We have two sets of variables (set X and
set Y). We wish to create a linear combination of the X variables (b1X1 + b2X2
+ .... + bpXp), called a canonical variate, that is maximally correlated with a
linear combination of the Y variables (a1Y1 + a2Y2 + .... + aqYq). The
coefficients used to weight the X’s and the Y’s are chosen with one criterion,
maximize the correlation between the two linear combinations.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Logistic Regression<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Logistic regression is used to predict a
categorical (usually dichotomous) variable from a set of predictor variables.
With a categorical dependent variable, discriminant function analysis is
usually employed if all of the predictors are continuous and nicely
distributed; logit analysis is usually employed if all of the predictors are
categorical; and logistic regression is often chosen if the predictor variables
are a mix of continuous and categorical variables and/or if they are not nicely
distributed (logistic regression makes no assumptions about the distributions
of the predictor variables).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Principal Components
and Factor Analysis<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Here we start out with one set of
variables. The variables are generally correlated with one another. We wish to
reduce the (large) number of variables to a smaller number of components or
capture most of the variance in the observed variables. Each factor (or
component) is estimated as being a linear (weighted) combination of the
observed variables. We could extract as many factors as there are variables,
but generally most of them would contribute little, so we try to get a few
factors that capture most of the variance. Our initial extraction generally
includes the restriction that the factors be orthogonal, independent of one
another.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Discriminant Function
Analysis<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">It is to predict group membership from a
set of two or more continuous variables. The analysis creates a set of
discriminant functions (weighted combinations of the predictors) that will
enable us to predict into which group a case falls, based on scores on the
predictor variables (usually continuous, but could include dichotomous
variables and dummy coded categorical predictors). The total possible number of
discriminant functions is one less than the number of groups, or the number of
predictor variables, whichever is less.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Multiple Analysis Of
Variance, MANOVA<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In MANOVA the Y’s are weighted to
maximize the correlation between their linear combination and the X’s. A
different linear combination (canonical variate) is formed for each effect
(main effect or interaction—in fact, a different linear combination is formed
for each treatment df—thus, if an independent variable consists of four groups,
three df, there are three different linear combinations constructed to
represent that effect, each orthogonal to the others). Standardized
discriminant function coefficients (weights for predicting X from the Y’s) and
loadings (for each linear combination of Y’s, the correlations between the
linear combination and the Y’s themselves) may be used better to define the
effects of the factors and their interactions. One may also do a “step down
analysis” where one enters the Y’s in an a priori order of importance (or based
solely on statistical criteria, as in stepwise multiple regression). At each
step one evaluates the contribution of the newly added Y, above and beyond that
of the Y’s already entered.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Cluster Analysis<o:p></o:p></span></b></div>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In a cluster analysis the goal is to
cluster cases (research units) into groups that share similar characteristics.
Contrast this goal with the goal of principal components and factor analysis,
where one groups variables into components or factors based on their having
similar relationships with latent
variables.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-53224806368738738062017-12-12T22:01:00.000-08:002017-12-12T22:02:28.100-08:00ONE-WAY ANOVA<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Analysis of Variance (ANOVA) is a
hypothesis-testing technique used to test the equality of two or more
population (or treatment) means by examining the variances of samples that are
taken. ANOVA allows one to determine whether the differences between the
samples are simply due to random error (sampling errors) or whether there are
systematic treatment effects that causes the mean in one group to differ from
the mean in another.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Most of the time ANOVA is used to
compare the equality of three or more means, however when the means from two
samples are compared using ANOVA it is equivalent to using a t-test to compare
the means of independent samples.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">ANOVA is based on comparing the variance
(or variation) between the data samples to variation within each particular
sample. If the between variation is much larger than the within variation, the
means of different samples will not be equal. If the between and within
variations are approximately the same size, then there will be no significant
difference between sample means.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Assumptions
of ANOVA:<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">(i)
All populations involved follow a normal distribution.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">(ii)
All populations have the same variance (or standard deviation).<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">(iii)
The samples are randomly selected and independent of one another.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Since ANOVA assumes the populations
involved follow a normal distribution, ANOVA falls into a category of
hypothesis tests known as parametric tests. If the populations involved did not
follow a normal distribution, an ANOVA test could not be used to examine the
equality of the sample means. Instead, one would have to use a non-parametric
test (or distribution-free test), which is a more general form of hypothesis
testing that does not rely on distributional assumptions.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Whereas the t test is an appropriate
test of the difference between the means of two groups at a time (e.g., boys
and girls), ANOVA is the test for multiple group comparisons. Variance is an
important statistical measure and is described as the mean of the squares of
deviations taken from the mean of the given series of data. It is a frequently
used measure of variation. Its square
root is known as standard deviation. Standard deviation = √ Variance.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">ANOVA is essentially a procedure for
testing the difference among different groups of data for homogeneity. The
essence of ANOVA is that the total amount of variation in a set of data is
broken down into two types: <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">The amount which can be attributed to chance.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">The amount which can be attributed to
specified causes.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">ANOVA consists in splitting the variance
for analytical purposes. Hence, it is a method of analyzing the variance to
which a response is subject into its various components corresponding to various
sources of variation. Through ANOVA technique one can, in general, investigate
any number of factors which are hypothesized or said to influence the dependent
variable. One may as well investigate
the differences among various categories within each of these factors which may
have a large number of possible values.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<a href="about:invalid#zClosurez" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"></a><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">In terms of variation within the given
population, it is assumed that the values of (Xij) differ from the mean of this
population only because of random effects i.e., there are influences on (Xij)
which are unexplainable, whereas in examining differences between populations
we assume that the difference between the mean of the jth population and the
grand mean is attributable to what is called a ‘specific factor’ or what is
technically described as treatment effect. In short, we have to make two
estimates of population variance: <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">based on between samples variance <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .75in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">-<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">based on within samples variance.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">The two estimates of population variance
are compared with F-test,<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<!--[if gte vml 1]><v:shapetype id="_x0000_t75"
coordsize="21600,21600" o:spt="75" o:preferrelative="t" path="m@4@5l@4@11@9@11@9@5xe"
filled="f" stroked="f">
<v:stroke joinstyle="miter"/>
<v:formulas>
<v:f eqn="if lineDrawn pixelLineWidth 0"/>
<v:f eqn="sum @0 1 0"/>
<v:f eqn="sum 0 0 @1"/>
<v:f eqn="prod @2 1 2"/>
<v:f eqn="prod @3 21600 pixelWidth"/>
<v:f eqn="prod @3 21600 pixelHeight"/>
<v:f eqn="sum @0 0 1"/>
<v:f eqn="prod @6 1 2"/>
<v:f eqn="prod @7 21600 pixelWidth"/>
<v:f eqn="sum @8 21600 0"/>
<v:f eqn="prod @7 21600 pixelHeight"/>
<v:f eqn="sum @10 21600 0"/>
</v:formulas>
<v:path o:extrusionok="f" gradientshapeok="t" o:connecttype="rect"/>
<o:lock v:ext="edit" aspectratio="t"/>
</v:shapetype><v:shape id="Picture_x0020_1" o:spid="_x0000_s1026" type="#_x0000_t75"
style='position:absolute;left:0;text-align:left;margin-left:60.05pt;
margin-top:11.35pt;width:343.9pt;height:53.75pt;z-index:-251658240;
visibility:visible;mso-wrap-style:square;mso-width-percent:0;
mso-height-percent:0;mso-wrap-distance-left:9pt;mso-wrap-distance-top:0;
mso-wrap-distance-right:9pt;mso-wrap-distance-bottom:0;
mso-position-horizontal:absolute;mso-position-horizontal-relative:text;
mso-position-vertical:absolute;mso-position-vertical-relative:text;
mso-width-percent:0;mso-height-percent:0;mso-width-relative:page;
mso-height-relative:page'>
<v:imagedata src="file:///C:\Users\Toshiba\AppData\Local\Temp\msohtmlclip1\01\clip_image001.png"
o:title=""/>
</v:shape><![endif]--><!--[if !vml]--><span style="height: 72px; left: 0px; margin-left: 80px; margin-top: 15px; position: absolute; text-align: center; width: 459px; z-index: 251658238;"></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"><o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: "times new roman", serif; font-size: 12pt;"><br /></span>
<span style="font-family: "times new roman", serif; font-size: 12pt;">This
value of F is to be compared to the F-limit for given degrees of freedom. If the F value we work out is equal or
exceeds* the F-limit value, we may say that there are significant differences
between the sample means.</span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-35697354904666647992017-12-12T21:59:00.002-08:002017-12-12T21:59:37.701-08:00DESCRIPTIVE STATISTICS<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Descriptive statistics, such as measures
of central tendency and variability, help us to understand typical cases in a
sample and the distribution of a variable more clearly. Measures of central tendency
include the mode, the median, and the mean and these provide us with idea of
what may be the typical/average data value in the data set. The mode should be
used only for categorical data as it basically counts the frequencies. The
median should be reported when an unusual data value is present in the data
set. Otherwise, the mean should be reported as it possesses statistically
preferable characteristics.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Measures of variability include the
range, the interquartile range, the variance, and the standard deviation and
they provide us an idea of the accuracy of the measures of central tendency.
The range should be used as a crude measure of variability as it is extremely
sensitive to the presence of unusual data values. The interquartile range should
be reported when unusual or outlying data value is present in the data set.
Otherwise, the standard deviation should be reported as it possesses
statistically preferable characteristics.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> A normal distribution is a very
important probability distribution, which can represent many human
characteristics, such as height, weight, and blood pressure. Skewness and
kurtosis can be used to assess whether a variable is normally distributed;
values should be between -1 and +1 standard deviations to be normal. It is important
that variables of interest be normally distributed as most statistical analyses
assume a normal distribution.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> When a variable is normally
distributed, 68% of observations will fall within one standard deviation from
the mean, 95% of observations will fall within two standard deviations from the
mean, and 99.7% of observations will fall within three standard deviations from
the mean. Any value that falls outside of the three standard deviation range
can be treated as an unusual value for the data set.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Z-score are a good example of how we
can compute standardized scores to determine where any given score(s) fall in a
normal distribution. We can use standardized scores to make comparisons between
a single score, such as on a standardized test, with all scores.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;"> Instead of estimating an unknown
population parameter with a single number or poit estimate, one can create an
interval, called a confidence interval, as a different way of answering to the
question, “How well does the sample statistic represent an unknown population
parameter?” Confidence intervals are interpreted as the interval that will
include the true parameter with a given confidence level, either 90%, 95%, or
99%. As the percentage of the confidence interval goes up (increased confidence
that the mean falls within that range) the likelihood of confidence interval
including a true population parameter increases.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-87542718390788305362017-12-12T21:58:00.003-08:002017-12-12T21:58:35.041-08:00SURVEY STUDIES<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Survey research designs are procedures
in quantitative research in which investigators administer a survey to a sample
or to the entire population of people to describe the attitudes, opinions,
behaviors, or characteristics of the population. In this procedure, survey
researchers collect quantitative, numbered data using questionnaires (e.g.,
mailed questionnaires) or interviews (e.g., one-on-one interviews) and
statistically analyze the data to describe trends about responses to questions
and to test research questions or hypotheses. They also interpret the meaning
of the data by relating results of the statistical test back to past research
studies.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Survey designs differ from experimental
research in that they do not involve a treatment<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">given
to participants by the researcher. Because survey researchers do not
experimentally manipulate the conditions, they cannot explain cause and effect
as well as experimental researchers can. Instead, survey studies describe
trends in the data rather than offer rigorous explanations. Survey research has
much in common with correlational designs. Survey researchers often correlate
variables, but their focus is directed more toward learning about a population
and less on relating variables or predicting outcomes, as is the focus in
correlational research.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Types of Survey Design<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A longitudinal survey
design involves the survey procedure of collecting data about trends with the
same population, changes in a cohort group or subpopulation, or changes in a
panel group of the same individuals over time. Thus, in longitudinal designs, participants
may be different or the same people. In a cross-sectional survey design, the
researcher collects data at one point in
time.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Longitudinal<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1.Trends Studies : Longitudinal survey
designs that involve identifying a population and examining changes within that
population overtime.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.Cohort Studies : Longitudinal survey
design in which a researcher identifies a subpopulation based on the specific
characteristic and then studies that subpopulation over time.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">3.Panel Studies : Longitudinal survey
design in which the researcher examines the same people over time.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Sampling
from a Population<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The Population is the group of
individuals having one characteristic that distinguishes them from other
groups.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The Target Population or Sampling Frame
is the actual list of sampling units from which the sample is selected.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The Sample is the group of participants
in a study selected from the target population from which the researcher
generalizes to the target population.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Questionnaires
and Interviews<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A questionnaire is a
form used in a survey design that participants in a study complete and return
to the researcher. The participant chooses answers to questions and supplies
basic personal or demographic information.</span> <span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">An interview survey, is
a form on which the researcher records answers supplied by the participant in
the study. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In quantitative survey
interviews, the investigator uses a structured or semi structured interview consisting
of mostly closed-ended questions, provides response options to interviewees, and
records their responses. In qualitative survey interviews, an interviewer asks
open-ended questions without response options and listens to and records the
comments of the interviewee.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: justify;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Forms
of Data Collection to Survey Research<o:p></o:p></span></b></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A mailed questionnaire is a form of data
collection in survey research in which the investigator mails a questionnaire
to members of the sample. <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">A Web-based questionnaire is a survey
instrument for collecting data that is available on the computer.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">One-on-one interviewing in survey research
is a form of data collection in survey research in which the investigators
conduct an interview with an individual in the sample and record responses to
closed-ended questions.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Focus group interviews in survey
research is a form of data collection in survey research in which the
researcher locates or develops a survey instrument, convenes a small group of
people (typically a group of 4 to 6) who can answer the questions, and records
their comments on the instrument.<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-align: justify; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">5.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;">
</span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Telephone interview surveys is a form of
data collection in survey research in which the researcher records the
participants’ comments to questions on instruments over the telephone.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-1691401613161948382017-11-12T05:42:00.002-08:002017-11-12T05:43:58.226-08:00SCOPE OF RESEARCH THEMES OF QUALITATIVE STUDIES IN ELT<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Qualitative
research is a process of enquiry aimed at understanding human behavior by
building complex, holistic pictures of the social and cultural settings in
which such behavior occurs. It does so by analyzing words rather than numbers,
and by reporting the detailed views of the people who have been studied.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Qualitative
research seeks to understand the what, how , when, and where of an event or an
action in order to establish its meaning, concepts, and definitions,
characteristics, metaphors, symbols and descriptions.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
goal of qualitative research is the researchers try to understand a research
object without making any theoretical prediction.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
focus is not the condition or the results of a process, but the process itself,
like how effective teachers behave differently from ineffective teachers, or
how a writer become a skill writer, how students fail in their final exam.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">5.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
research problems are usually made after the research has been started, when
some collected data have been analyzed. The research problems in qualitative
research are developing into more focused during the process of research.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">6.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
data is collected by observing people when they are interacting in their
natural setting.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">7.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">In
qualitative research the data analysis does not use statistics that requires
numerical data. Therefore the data are collected and recorded in description,
not symbols or numbers.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">8.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Qualitative
data are analyzed through logical-inductive analysis, a process of grouping,
regrouping, and matching data with research questions. The results are expressed
as verbal statements.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">9.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
sources of data are assumed to be homogeneous, having no variation. Therefore the
trustworthy source of data does not come
from representation of different groups of the source, but selected based on
certain criteria to find the most authoritative one. The source in qualitative
research is usually called informants (of course when the source is human
being)<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">10.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
source of data can be many different kinds used. When personality is involved
as one of the variables, the data on personality are assessed from as many
different sources as many different sources as possible; from their parents,
from their neighborhood, from their diaries, etc.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">11.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
researcher collects and analyzes data simultaneously to draw a temporary
conclusion and repeats the cycles several times, deciding what data needs to be
collected again to verify their temporary conclusion.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">12.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">The
conclusions are inductively based on what people see as meaningful patterns,
concepts, trends or categories in the course of their everyday life experience.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo2; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">13.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Methods
in Qualitative Research:<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Case
study : one of the qualitative research methods used to study in-depth a unit
of a person, a family, a social group, a social institution, or a community for
the purpose of understanding the life cycle or an important part of the life
cycle of the unit.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Ethnographic<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Phenomenological<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">4.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Constructivists
<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">5.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Participants
observational<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">6.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Interpretive<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">7.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Naturalistic
Enquiry<o:p></o:p></span></div>
<br />
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l1 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">8.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Exploratory
Descriptive<o:p></o:p></span></div>
</div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-32090612127408902662017-11-05T01:11:00.001-08:002017-11-05T01:11:30.800-08:00STRATEGIES IN QUANTITATIVE DATA COLLECTION<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Steps in the Process of
Data Collection :<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1.Determining
the participant to study<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.Obtaining
permission needed from several individuals and organization<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">3.Considering
what types of information to collect from several sources, available to the
quantitative research<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">4.Locating
and selecting instrument to use<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">5.Administering
the data collection process to collect data<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Population and Sample <o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Population
: a group of individual who have the same characteristics<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Sample
: a subgroup of the target population that the researcher plans to study for
generalizing about the target population.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1
<b>Probability Sampling</b>: the researcher
selects individual from the population who are representative of that
population<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
Simple random sampling : the researcher selects participant for the sample so
that any individual has an equal probability of being selected from the
population.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b.
Systematic sampling : the researcher choose every nth individual or site in the
population until the researchers reaches the desired sample size<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">c.
Stratified sampling : the researcher divides (stratify) the population on some
specific characteristic and then using simple random sampling, sampling from
population.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">d.
Multistage cluster sampling : the researcher chooses a sample in two or more
stages because either the researcher cannot easily identify the population is
extremely large<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.
<b>Non Probability Sampling</b>: the
researcher selects individuals because they are available, convenient, and
represent some characteristic the investigator seeks to study.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">a.
Convenience sampling : the researcher selects participant because they are
willing and available to be studied.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">b.
Snowball sampling : the researcher asks participants to identify others to
become members of <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">sample
size : the larger the sample the less the potential error is that the sample
will be different from the population.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">What
permission will the researcher need ?<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1.The
purpose of the study<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2.The
amount of time the researcher will be at the site collecting data<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">3.The
time required of participants<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">4.How
the researcher will use the data or result<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">5.State
specific activities that will be conducted<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">6.The
benefits to the organization or the individual because of the study.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Reliability and Validity<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Reliability means that scores from an
instrument are stable and consistent. Scores should be nearly the same when
researchers administer the instrument multiple times at different times. Also,
scores need to be consistent. When an individual answers certain questions one
way, the individual should consistently answer closely related questions in the
same way. <o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Validity is the development of sound
evidence to demonstrate that the test interpretation (of scores about the
concept or construct that the test is assumed to measure) matches its proposed
use.<o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Types
of Reliability<o:p></o:p></span></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">No<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Form of
Reliability<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Number of
Times<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Instrument
Administered<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Number of
Different<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Versions of
the Instrument<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Number of
Individuals<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Who Provide
Information<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">1<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Test–retest
reliability<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Twice
at different time<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">intervals<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">One
version of the<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">instrument<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Each
participant in the<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">study
completes the instrument twice.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">2<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Alternate
forms reliability<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Each
instrument<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">administered
once<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Two
different versions of the same concept or variable<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Each
participant in the study completes each<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">instrument.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">3<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Alternate
forms and test– retest reliability<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Twice
at different time intervals<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Two
different versions of the same concept or variable<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Each
participant in the study completes each instrument.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">4<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Interrater
reliability<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Instrument
administered once<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">One
version of the<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">instrument<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">More
than one individual observes behavior of the<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">participants.<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">5<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 99.0pt;" valign="top" width="132">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Internal
consistency<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">reliability<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 103.5pt;" valign="top" width="138">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Instrument
administered once<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.5in;" valign="top" width="144">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">One
version of the<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">instrument<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 149.4pt;" valign="top" width="199">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Each
participant in the study completes the instrument .<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Sources
of Validity Evidence and Examples<o:p></o:p></span></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-table-layout-alt: fixed; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">No<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Validity<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 112.5pt;" valign="top" width="150">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Types of Tests
or<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Instruments to
Which Validity Evidence Is<o:p></o:p></span></b></div>
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Applicable<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.75in;" valign="top" width="168">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Type of
Evidence Sought<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.95in;" valign="top" width="187">
<div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Examples of
Evidence<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">1<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">based
on test<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">content<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 112.5pt;" valign="top" width="150">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Achievement
tests, credentialing tests, and employment tests<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.75in;" valign="top" width="168">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence
of an analysis<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">of
the test’s content (e.g.,<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">themes,
wording, format)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">and
the construct it is<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">intended
to measure<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.95in;" valign="top" width="187">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Examine logical or empirical evidence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">(e.g.,
syllabi, textbooks, teachers’<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">lesson
plans)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Have experts in the area judge<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">2<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">based
on<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">response<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">processes<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 112.5pt;" valign="top" width="150">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Tests
that assess<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">cognitive
processes,<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">rate
behaviors, and<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">require
observations<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.75in;" valign="top" width="168">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence
of the fi t between<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">the
construct and how<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">individuals
taking the test<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">actually
performed<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.95in;" valign="top" width="187">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Interviews with individuals taking tests<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">to
report what they experienced/were<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">thinking<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Interviews or other data with observers to determine if they are all
responding to the same stimulus in the same way<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">3<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">based
on<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">internal<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">structure<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 112.5pt;" valign="top" width="150">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Applicable
to all tests<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.75in;" valign="top" width="168">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence
of the relationship among test items, test parts, and the dimensions of the test<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.95in;" valign="top" width="187">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Statistical analysis to determine if factor structure (scales) relates to
theory, correlation of items<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">4<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">based
on<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">relations
to<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">other
variables<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 112.5pt;" valign="top" width="150">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Applicable
to all tests<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.75in;" valign="top" width="168">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence
of the relationship<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">of
test scores to variables<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">external
to the test<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.95in;" valign="top" width="187">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Correlations of scores with tests<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">measuring
the same or different constructs<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">(convergent/discriminant
validity)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Correlations with scores and some external criterion (e.g., performance assessment—test-criterion
validity)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Correlations of tests scores and their prediction of a criterion based on<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">cumulative
databases (called meta analysis— validity generalization)<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 18.9pt;" valign="top" width="25">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">5<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 81.0pt;" valign="top" width="108">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">based
on the<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">consequences<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">of
testing<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 112.5pt;" valign="top" width="150">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Applicable
to all tests<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.75in;" valign="top" width="168">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">Evidence
of the intended<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">and
unintended consequences of the test<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 1.95in;" valign="top" width="187">
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">•
Benefits of the test for positive treatments for therapy, for placement of
workers in suitable jobs, for prevention of unqualified<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">individuals
from entering a profession, for improvement of classroom instructional<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;">practices,
and so forth<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-59951741485274506402017-11-05T01:10:00.002-08:002017-11-05T01:10:27.662-08:00EX POST FACTO DESIGN<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Ex-post facto research measures the
relationship between two variables without manipulating the X-variables. While
the experimental research starts from manipulating and controlling the
independent X-variables and proceeds to observing the effect on the dependent
variables, the Ex-Post Facto Research starts from identifying the existing
conditions in x-variable (e.g., sex) and proceeds to finding the differences in
Y- variable. If we observe that the students in a language department are
dominated by female students, then we may conduct an Ex-post facto research to
find out whether sex differences relate to different results in achievement. If
we observe that most of the freshmen of the English Department graduating from State
Senior High School achieve English skills better than those graduating from
Private Senior High Schools, then we may want to conduct an Ex-post facto
research to find out whether different high school backgrounds of the students
show different students’ achievement in learning English skills.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">This research design is also called
Causal Comparative Research involving both continuous as well as discrete
variables for the x-variables that have :<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Inherent
characteristics (organismic) e.g., gender, ethnicity, personality traits<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Characteristics
that should not be manipulated for ethical reasons, e.g., illegal drug use,
cigarette smoking, or alcohol consumption,<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Characteristics
that could be manipulated but that are not, e.g., school placement, social
promotion to the next grade, or participation in psycho-therapy.<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">With discrete variables, causal
comparative research design can be used to investigate the different academic
achievements between male students and female students (x-sex variable),
between Javanese students and Chinese students (x-ethnicity variable), between
moslem female students and non moslem female students (x-religion variable),
between students whose parents are school teachers or university lecturers and
those whose parents are not school teachers or university lecturers (x-parents’
profession variables)<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">With continuous variables, causal
Comparative research can be used to investigate the different academic
achievements between students with high intelligence and low intelligence,
between students from high socioeconomic background and low high socioeconomic
background, between students whose parents are university graduates and those
whose parents are high school graduates, etc.<o:p></o:p></span></div>
<br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-indent: .5in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Although the conclusions in Ex-post
Facto Research or Causal Comparative Research show significant differences in
the level of x-variables (e.g., a group of students with high self-concepts
achieve significantly higher in their academic achievement than those with low
self-concepts, a group of students whose parents are school teachers or
university lecturers than those whose parents are not school teachers, a group
of freshmen of the English Department graduating from state senior high schools
semester English Intensive Course than those graduating from private senior high
schools), since the research does not involve experimental manipulation of
x-variables, the significance differences in the level of x-variables do not
show confident proof of a cause-and-effect relationship.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-62036681151134507562017-11-02T07:18:00.003-07:002017-11-02T07:18:54.432-07:00QUANTITATIVE AND QUALITATIVE APPROACHES AND LONGITUDINAL VS CROSS-SECTIONAL RESEARCH <div dir="ltr" style="text-align: left;" trbidi="on">
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<br /></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">NO<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">QUANTITATIVE
RESEARCH<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div align="center" class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">QUALITATIVE
RESEARCH<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">1<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Describing
a research problem through a description of trends or a need for an
explanation of the relationship among variables<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Exploring
a problem and developing a detailed understanding of a central phenomenon<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">2<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Providing
a major role for the literature through suggesting the research questions to
be asked and justifying the research problem and creating a need for the
direction (purpose statement and research questions and hypotheses) of the
study<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Having
the literature review paly a minor role but justify the problem<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">3<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Creating
purpose statements, research questions, and hypotheses that are specific,
narrow, measureable, and observable<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Stating
the purpose and research questions in a general and broad way so as to the
participants’ experiences<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">4<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Collecting
numeric data from a large number of people using instruments with preset
questions and responses<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Collecting
data based on words from a small number of individuals so that the
participants’ view are obtained<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">5<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Analyzing
trends, comparing groups, or relating variables using statistical analysis<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Analyzing
the data for description and themes using text analysis and interpreting the
larger meaning of the findings<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: .4in;" valign="top" width="38">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">6<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 224.1pt;" valign="top" width="299">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Writing
the research report using standard, fixed structures and evaluation criteria,
and taking an objecting, unbiased approach<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 225.9pt;" valign="top" width="301">
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Writing
the report using flexible, emerging structures and evaluative criteria, and
including the researchers’ subjective reflexivity and bias<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<br /></div>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">A longitudinal survey
design involves the survey procedure of collecting data about trends with the
same population, changes in a cohort group or subpopulation, or changes in a
panel group of the same individuals over time. Thus, in longitudinal designs,
participants may be different or the same people. In a cross-sectional survey
design, the researcher collects data at one point in time.</span><br />
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><br /></span>
<span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 115%; mso-ansi-language: EN-US; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"> </span><span style="font-family: "Times New Roman", serif; font-size: 12pt;">Longitudinal</span><br />
<span style="font-family: "Times New Roman", serif; font-size: 12pt;"><br /></span>
<div class="MsoListParagraphCxSpFirst" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">1.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Trends
Studies : Longitudinal survey designs that involve identifying a population and
examining changes within that population overtime.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">2.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Cohort
Studies : Longitudinal survey design in which a researcher identifies a
subpopulation based on the specific characteristic and then studies that
subpopulation over time.<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.25in;">
<!--[if !supportLists]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%; mso-fareast-font-family: "Times New Roman";">3.<span style="font-family: "Times New Roman"; font-size: 7pt; font-stretch: normal; font-variant-numeric: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt; line-height: 150%;">Panel
Studies : Longitudinal survey design in which the researcher examines the same
people over time.<o:p></o:p></span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-23180752958755762082017-11-02T07:06:00.000-07:002017-11-02T07:10:27.941-07:00RESEARCH AND PARADIGM, APPROACHES, METHODS (STRATEGIES AND TECHNIQUES)<div dir="ltr" style="text-align: left;" trbidi="on">
Research is a process of steps used to collect and analyze information to increase our understanding of a topic or issue. Research is important for three reasons:<br />
1. Research adds to our knowledge. Adding to knowledge means that educators undertake research to contribute to existing information about issues.<br />
2. Research improves practice. Research offers practicing educators new ideas to consider as they go about their job. Research also helps practitioners evaluate approaches that they hope will work with individuals in educational settings.<br />
3. Research informs policy debates. Research also provides information to policy makers when they research and debate educational topics.<br />
<span class="fullpost">Research Approach
Research approaches are plans and the procedures for research that span the steps from broad assumptions to detailed methods of data collection, analysis, and interpretation. three research approaches are advanced: (a) qualitative, (b) quantitative, and (c) mixed methods. </span><br />
<span class="fullpost">• Qualitative research is an approach for exploring and understanding the meaning individuals or groups ascribe to a social or human problem. The process of research involves emerging questions and procedures, data typically collected in the participant’s setting, data analysis inductively building from particulars to general themes, and the researcher making interpretations of the meaning of the data. The final written report has a flexible structure. Those who engage in this form of inquiry support a way of looking at research that honors an inductive style, a focus on individual meaning, and the importance of rendering the complexity of a situation. </span><br />
<span class="fullpost">• Quantitative research is an approach for testing objective theories by examining the relationship among variables. These variables, in turn, can be measured, typically on instruments, so that numbered data can be analyzed using statistical procedures. The final written report has a set structure consisting of introduction, literature and theory, methods, results, and discussion. Like qualitative researchers, those who engage in this form of inquiry have assumptions about testing theories deductively, building in protections against bias, controlling for alternative explanations, and being able to generalize and replicate the findings. </span><br />
<span class="fullpost">• Mixed methods research is an approach to inquiry involving collecting both quantitative and
qualitative data, integrating the two forms of data, and using distinct designs that may involve philosophical assumptions and theoretical frameworks. The core assumption of this form of inquiry is that the combination of qualitative and quantitative approaches provides a more complete understanding of a research problem than either approach alone.
</span><br />
<span class="fullpost"><br /></span>
<span class="fullpost"></span><br />
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Tend to or
Typically..<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; tab-stops: 138.65pt; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Qualitative
Approach<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Quantitative
Approach<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Mixed Methods
Approach<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 9.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -9.0pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Use these
philosophical assumption<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 9.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -9.0pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Employ these
strategies of enquiry<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .15in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.15in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Constructivist/transformative
knowledge claims<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .15in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -.15in;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Phenomenology,
grounded theory, ethnography, case study, and narrative<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 13.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Post
positivist knowledge claims<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 13.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Surveys and
experiments <o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 11.05pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -11.05pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Pragmatic
knowledge claims<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 11.05pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -11.05pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Sequential,
concurrent, and transformative<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 9.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -9.0pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Employ these
methods<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 11.45pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -11.45pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Open-ended
questions, emerging approaches, test or image data<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 15.7pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -15.7pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Closed-ended questions,
predetermined approaches, numeric data<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: .2in; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Both open- and
closed-ended questions, both emerging and predetermined approaches, and both
quantitative and qualitative data and analysis<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpFirst" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 9.0pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -9.0pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Use these
practices of research as the researcher<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Positions him-
or herself<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Collects
participant meanings<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Focuses on a
single concept or phenomenon<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Brings
personal values into the study<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Studies the
context or setting of participants<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Validates the
accuracy of findings<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Makes
interpretations of the data<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Creates an
agenda for change or reform<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.65pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.65pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Collaborates
with participants<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Tests or
verifies theories explanations<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Identifies
variables to study<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Relates
variables in questions or hypotheses<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Uses standards
of validity and reliability<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Observes and
measures information numerically<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Uses unbiased
approaches <o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 12.4pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -12.4pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Employs
statistical procedures<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 119.7pt;" valign="top" width="160"><div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 14.45pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Collects both
quantitative and qualitative data<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 14.45pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Develops a
rationale for mixing<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 14.45pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Integrates the
data at different stages of inquiry<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpMiddle" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 14.45pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Presents
visual pictures of the procedures in the study<o:p></o:p></span></div>
<div class="MsoListParagraphCxSpLast" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; margin-left: 14.45pt; margin-right: 0in; margin-top: 0in; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -13.5pt;">
<!--[if !supportLists]--><span style="font-family: "symbol"; font-size: 12.0pt;">·<span style="font-family: "times new roman"; font-size: 7pt; font-stretch: normal; line-height: normal;"> </span></span><!--[endif]--><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Employs the practices
of both qualitative and quantitative research<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
<span class="fullpost"><br /></span>
<span class="fullpost"></span><br />
<span class="fullpost"></span><br />
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;">Research Method<o:p></o:p></span></b></div>
<div class="MsoNormal" style="line-height: 150%; margin-bottom: .0001pt; margin-bottom: 0in;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt; line-height: 150%;"><br /></span></b></div>
<table border="1" cellpadding="0" cellspacing="0" class="MsoTableGrid" style="border-collapse: collapse; border: none; mso-border-alt: solid windowtext .5pt; mso-padding-alt: 0in 5.4pt 0in 5.4pt; mso-yfti-tbllook: 1184;">
<tbody>
<tr>
<td style="border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Quantitative
Methods<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Mixed Methods<o:p></o:p></span></b></div>
</td>
<td style="border-left: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div align="center" class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in; text-align: center;">
<b><span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Qualitative
Methods<o:p></o:p></span></b></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Pre-determined<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Both
predetermined and emerging methods<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Emerging
methods<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Instrument
based questions<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Both
open- and closed-ended<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">questions<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Open-ended
questions<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Performance
data, attitude data, observational data, and census data<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Multiple
forms of data drawing on<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">all
possibilities<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Interview
data, observation data, document data,<o:p></o:p></span></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">and
audiovisual data<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Statistical
analysis<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Statistical
and text analysis<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Text
and image analysis<o:p></o:p></span></div>
</td>
</tr>
<tr>
<td style="border-top: none; border: solid windowtext 1.0pt; mso-border-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Statistical
interpretation<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Across
databases interpretation<o:p></o:p></span></div>
</td>
<td style="border-bottom: solid windowtext 1.0pt; border-left: none; border-right: solid windowtext 1.0pt; border-top: none; mso-border-alt: solid windowtext .5pt; mso-border-left-alt: solid windowtext .5pt; mso-border-top-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; width: 159.6pt;" valign="top" width="213"><div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0in;">
<span style="font-family: "times new roman" , "serif"; font-size: 12.0pt;">Themes,
patterns interpretation<o:p></o:p></span></div>
</td>
</tr>
</tbody></table>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-17929282102178785172016-08-01T20:59:00.003-07:002016-08-01T20:59:28.534-07:00MoMo Clay.. Aneka Kreasi dari Clay<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: center;">
<a href="https://4.bp.blogspot.com/-xtFCgvKFw_Y/V6AZN36FHxI/AAAAAAAAHS4/nBf3TdaykrYU1U7S51SozgGkR-LPLJcgACLcB/s1600/1_kn_10box.jpg" imageanchor="1"><img border="0" height="195" src="https://4.bp.blogspot.com/-xtFCgvKFw_Y/V6AZN36FHxI/AAAAAAAAHS4/nBf3TdaykrYU1U7S51SozgGkR-LPLJcgACLcB/s320/1_kn_10box.jpg" width="320" /></a> </div>
<br />
Perkenalkan, saya Maria Cholifah.. Saya seorang pengajar dan juga menjual aneka kreasi dari clay. Saya menerima pesanan berbagai kreasi dari Fimo Polymer Clay. Sebuah produk dari German yaitu jenis polymer clay dimana proses pengeringannya harus di oven. Sehingga hasil yang didapat warna tetap cerah, tidak akan berjamur dan dapat dicuci.<br />
<br />
<span class="fullpost">Saya menyediakan aneka aksesories berupa bros, jepit, pendant/cameo, cincin, gelang dll dari bahan Fimo Polymer Clay. Akan ada harga spesial bagi reseller dan pembelian diatas 1 lusin. Untuk jenis barang yang saya tawarkan dapat anda follow instagram @momo_clay, untuk pemesanan bisa langsung menghubungi no HP/WA saya 081 136 320 78.
Proses pembuatan sekitar 3-4 hari (tergantung jumlah pemesanan). Terimakasih. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost"> Best Regards, </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost"> Maria Cholifah
</span></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-45700559090096724192016-07-25T06:04:00.002-07:002016-07-25T06:04:50.003-07:00RESEP KASTENGEL ALA RIA'S KITCHEN (*__*)<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: center;">
<a href="https://1.bp.blogspot.com/-z0uMSp7v2HI/V5YLYumzqwI/AAAAAAAAHSc/g6_il2NISy0TH-UBxEdPpFq2oAosBnWdwCLcB/s1600/CmXmIltUIAABr5d.jpg" imageanchor="1"><img border="0" height="320" src="https://1.bp.blogspot.com/-z0uMSp7v2HI/V5YLYumzqwI/AAAAAAAAHSc/g6_il2NISy0TH-UBxEdPpFq2oAosBnWdwCLcB/s320/CmXmIltUIAABr5d.jpg" width="320" /></a> </div>
<br />
Ok, saya lanjutkan dengan resep kastengel ya.. Sebenarnya resep kastengel ini hampir semua saya mengikuti dari internet jadi belum bisa dikatakan hasil uji coba saya ya.. Berikut resepnya..<br />
<span class="fullpost"><br /></span>
<span class="fullpost">
BAHAN :</span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">375 gram tepung terigu, sangrai kemudian ayak </span><br />
<span class="fullpost">2 butir kuning telur </span><br />
<span class="fullpost">1 butir telur </span><br />
<span class="fullpost">150 gram keju edam, parut </span><br />
<span class="fullpost">200 gram margarine blueband </span><br />
<span class="fullpost">100 gram mentega wisjman </span><br />
<span class="fullpost">2 sdm susu bubuk </span><br />
<span class="fullpost">70 gram tepung maizena </span><br />
<span class="fullpost">Keju cheddar secukupnya untuk taburan </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost"> Bahan untuk olesan : </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">1 butir kuning telur </span><br />
<span class="fullpost">1 sdm susu bubuk </span><br />
<span class="fullpost">1 sdm air </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">CARA MEMBUAT : </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">1. Kocok margarine, mentega selama 3 menit dengan kecepatan sedang. Masukkan telur dan kuning telur satu persatu, kocok selama 3 menit. </span><br />
<span class="fullpost">2. Masukkan keju edam, tepung terigu, susu bubuk dan tepung maizena, kemudian aduk dengan menggunakan sendok kayu atau spatula. </span><br />
<span class="fullpost">3. Bentuk sesuai selera, olesi dan taburi keju cheddar </span><br />
<span class="fullpost">4. Taruh diatas loyang yang telah dialasi kertas atau diolesi margarine jika anda menggunakan oven biasa. </span><br />
<span class="fullpost">5. Panggang dengan suhu 135 derajat celcius selama sekitar 35 menit.
</span></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-75975227486165365702016-07-17T09:11:00.001-07:002016-07-17T09:11:46.769-07:00RESEP KUE NASTAR KEJU ALA RIA'S KITCHEN (^__*)<div dir="ltr" style="text-align: left;" trbidi="on">
<div style="text-align: center;">
<a href="https://4.bp.blogspot.com/-DxfnR9CPRKk/V4uiNv8CV3I/AAAAAAAAHSA/qdVT_WUZl1Ieg48oRInoFX3N7S6YXoNagCLcB/s1600/ClSwzW3UgAAHYLN.jpg" imageanchor="1"><img border="0" height="240" src="https://4.bp.blogspot.com/-DxfnR9CPRKk/V4uiNv8CV3I/AAAAAAAAHSA/qdVT_WUZl1Ieg48oRInoFX3N7S6YXoNagCLcB/s320/ClSwzW3UgAAHYLN.jpg" width="320" /></a> </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Saat menjelang lebaran kemarin saya berkunjung ke rumah saudara saya dan melihat dia sibuk mempersiapkan kue kering. Melihat hal tersebut saya jadi teringat 11 tahun lalu saat baru menikah saya bersemangat membuat aneka kue kering tapi ternyata saya tidak bisa memperkirakan sanak saudara dan tamu yang datang ke rumah saya. Ditambah lagi saya harus mudik beberapa hari, sehingga kue saya bisa dikatakan utuh :( Dari pengalaman tersebut saya jadi kapok tidak pernah lagi membuat kue kering. Toh, bingkisan lebaran dari kampus suami dan kampus saya sudah sangat berlebih, bahkan saya bagi-bagikan juga ke tetangga dan orang lain.
Tetapi saat bulan Ramadhan kemarin saya tiba-tiba ingin membuat kue kering, yah mungkin karena saya sekarang tidak terlalu sibuk seperti tahun-tahun sebelumnya. </div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Berbekal HP android saja menjelajah aneka resep di internet. Tujuan saya hanya mencari resep kacang mede bumbu santan, nastar keju, kastengel dan sagu keju. Resep kue kering yang lain tidak saya tengok karena saya yakin tamu yang datang tidak banyak sehingga saya membuat kue kering yang saya suka saja (^__^)
<span class="fullpost">
Saya mencari resep kue kering yang bahannya paling bagus digunakan.. </span></div>
<div style="text-align: justify;">
<span class="fullpost"><br /></span></div>
<div style="text-align: justify;">
<span class="fullpost">Dan akhirnya pilihan saya tertuju pada aneka resep yang memakai mentega Wisjman, susu dan serba keju.. Nah, sepulang saya mengajar dari kampus di daerah Blimbing mampirlah saya ke pasar terdekat dengan membawa catatan lengkap bahan apa saja yang akan saya beli.. Setelah saya belanja, saya perhatikan lagi bahan-bahan yang terdapat pada resep tersebut. Saya masih kurang puas karena resep nastar tidak diberi keju pada adonannya, tepung terigu pada resep kastengel juga terlalu banyak. </span></div>
<div style="text-align: justify;">
<span class="fullpost"><br /></span></div>
<div style="text-align: justify;">
<span class="fullpost">Setelah ditimbang sana sini, saya akhirnya menemukan komposisi yang tepat..
Saat saya cicipi pun rasanya berbeda dengan kue kering yang lain (maaf saya tidak sombong tapi congkak dikit :p) Dan ketika saya suguhkan ke teman kampus, tetangga, saudara semua memuji enak !! Alhamdulillah.. Suami yang awalnya tidak suka kue kering, mendengar tetangga memuji akhirnya menyuruh saya membungkus untuk dibawa ke kampus nya hahaha... Tidak sia-sia saya membuatnya.. Oh ya, saya hanya mencoba resep nastar, kastengel dan mede bumbu santan karena teman-teman sudah indent untuk mencicipi setelah saya post foto kue kering saya di instagram. Hmm mede bumbunya bikin 1 resep aja biar tidak terkena asam urat :d kue nastar nya bikin 4 resep, dan kastengel nya bikin 2 resep. Inilah resep kue kering yang sudah saya modifikasi dan sudah dipraktekkan...</span></div>
<div style="text-align: justify;">
<span class="fullpost"><br /></span></div>
<div style="text-align: justify;">
NASTAR KEJU</div>
<div style="text-align: justify;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-IeN8OJFOCrk/V4ulRk_iBVI/AAAAAAAAHSM/Rgia16HPFdYYT8rmPs0iqdaXuuVEE5LKgCLcB/s1600/Cm99TEaVYAA597u.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="319" src="https://1.bp.blogspot.com/-IeN8OJFOCrk/V4ulRk_iBVI/AAAAAAAAHSM/Rgia16HPFdYYT8rmPs0iqdaXuuVEE5LKgCLcB/s320/Cm99TEaVYAA597u.jpg" width="320" /></a></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Bahan :</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
100 gr mentega Wisjman</div>
<div style="text-align: justify;">
150 gr margarine blueband</div>
<div style="text-align: justify;">
100 gr gula halus</div>
<div style="text-align: justify;">
3 kuning telur</div>
<div style="text-align: justify;">
2 kuning telur rebus</div>
<div style="text-align: justify;">
250 gr tepung terigu (sangrai terlebih dahulu kemudian ayak)</div>
<div style="text-align: justify;">
150 gr tepung maizena</div>
<div style="text-align: justify;">
75 gr susu bubuk dancow</div>
<div style="text-align: justify;">
75 gr keju cheddar, parut.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Olesan :</div>
<div style="text-align: justify;">
1 kuning telur</div>
<div style="text-align: justify;">
1 sdm susu bubuk dancow</div>
<div style="text-align: justify;">
1 sdm air</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Isi :</div>
<div style="text-align: justify;">
2 buah nanas ukuran besar</div>
<div style="text-align: justify;">
6 sdm gula pasir (sesuai selera)</div>
<div style="text-align: justify;">
1 tetes pewarna kuning telur</div>
<div style="text-align: justify;">
1/2 sdt kayu manis bubuk</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Cara Membuat :</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
1. Kocok mentega, margarine dan gula halus sebentar saja sekitar 3 menit. Tujuannya hanya agar tercampur rata. Ingat ya, kita tidak sedang membuat kue bolu jadi tidak perlu dikocok lama hingga putih :)</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
2. Masukkan kuning telur satu persatu, kocok sekitar 3 menit dengan kecepatan sedang.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
3. Campurkan keju cheddar, tepung terigu, maizena dan susu terlebih dahulu hingga rata baru kemudaian masukkan ke dalam adonan yang telah dikocok. Aduk dan ratakan dengan menggunakan sendok kayu. Jangan mengaduk dengan tangan ya, karena tangan kita mengeluarkan suhu yang panas sehingga mentega akan leleh. Hal ini menjadikan kue kering tidak dapat mengembang.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
4. Setelah tercampur rata masukkan adonan ke dalam tupperware atau bungkus dengan plastik wrap, simpan dalam kulkas. Skip langkah ini jika adonan anda sudah dapat dibentuk.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
5. Nah saat adonan masuk kulkas, kita bisa mempersiapkan membuat selai nanas. Parut selai nanas (lebih terlihat cantik diparut daripada di blender karena akan menghasilkan serat) kemudian masak di atas api sedang. Semakin airnya menguap semakin sering diaduk biar tidak gosong. Tambahkan gula, pewarna, kayu manis kemudian aduk lagi hingga rata dan selai bisa dipulung. Angkat kemudian dinginkan. Setelah dingin pulung selai bentuk bulat kira-kira diameter 1 cm.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
6. Keluarkan adonan dari kulkas, ambil adonan secukupnya dan isi dengan selai nanas. Bisa juga menggunakan melon scoop nya tupperware untuk mencetak biar terlihat cantik. Atur dan beri jarak di atas loyang yang telah di alasi kertas khusus untuk alas oven listrik (beli nya di Avia). Terakhir olesi nastar dengan kuning telur yang sudah dicampur dengan susu bubuk. Oh ya kalau di resep yang saya lihat nastar setelah dibentuk kemudian di panggang selama 20 menit 40 derajat C baru kemudian diolesi dan dipanggang lagi selama 20 menit. Tapi bagi saya ini cukup ribet, jadi langsung diolesi saja :d. Jangan lupa atur oven anda menggunakan api atas bawah.</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
7. Nah setelah telihat matang, keluarkan dari oven. Nastar akan terlihat pecah-pecah, biarkan hingga dingin, nastar akan menutup lagi setelah dingin. Masukkan ke dalam toples kedap udara. Untuk tips agar kue kering lebih nikmat dan lebih keluar rasanya, simpan toples ke dalam kulkas..</div>
<div style="text-align: justify;">
<br /></div>
<div style="text-align: justify;">
Hmmm saya sudah ngantuk (-__-) Ok, untuk resep yang lain saya sambung besok ya.. Oh ya jika teman-teman memiliki resep kue nastar keju yang lebih endes, boleh dong di share juga... </div>
<div style="text-align: justify;">
<br /></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com2tag:blogger.com,1999:blog-8897969258171818780.post-41836375978856209082016-07-05T10:24:00.002-07:002016-07-25T03:31:10.492-07:00EDISI BAPER (*__~)<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/MeBaNl6IpiM/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/MeBaNl6IpiM?feature=player_embedded" width="320"></iframe></div>
Ceritanya malam ini lagi bercanda dengan teman-teman dosen di whatsapp grup. Ada seorang teman yang malas mudik karena 'mantan' nya lebaran tahun ini tidak mudik. Jadilah whatsapp grup kami ramai mem bully teman yang sedang baper... Iseng-iseng saya googling dan menemukan link video yg berisi ungkapan yang menyentuh, kemudian saya kirim video tsb ke grup. Ternyata tanggapan teman-teman semakin ramai. Haduh ternyata baper ini menular juga ya.. Saya yang awalnya hanya mengirim beberapa video ini, ternyata setelah saya dengarkan isinya saya ikut baper :( saya teringat percis 5 tahun lalu saat sering curhat sama 'dia'... Dia yang tiba-tiba muncul setelah sekian tahun menghilang kemudian menghibur saya disaat saya terpuruk oleh masalah pelik. Saya berhutang jasa dengan dia yang banyak membantu saya secara psikis. Apa kabarnya yang disana? Semoga senantiasa sehat dan.. malam ini saya jadi baper hahaha... Ah sudahlah lupakan saja ❤<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/Xkb5g0TRUaA/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/Xkb5g0TRUaA?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/_T54y7gbgYo/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/_T54y7gbgYo?feature=player_embedded" width="320"></iframe><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/LNCwHJj3ZK8/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/LNCwHJj3ZK8?feature=player_embedded" width="320"></iframe><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/--nxsqMOnsY/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/--nxsqMOnsY?feature=player_embedded" width="320"></iframe><br />
<br /></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-85844901449121640412016-06-12T19:36:00.002-07:002016-06-12T19:52:11.603-07:00YUK BERKREASI (^__*)<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-KMvpWt35T_4/V14ddlJiVdI/AAAAAAAAHOA/_W4PAi12J_M2_ywoYEMjd0m5U0QMpy6SACLcB/s1600/13413668_895231917266927_3501453382821824190_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://3.bp.blogspot.com/-KMvpWt35T_4/V14ddlJiVdI/AAAAAAAAHOA/_W4PAi12J_M2_ywoYEMjd0m5U0QMpy6SACLcB/s320/13413668_895231917266927_3501453382821824190_n.jpg" width="320" /></a></div>
<br />
<br />
Memiliki kreatifitas menjadikan hidup lebih berwarna. Setelah saya membaca salah satu artikel dari sebuah blog tentang keuntungan memiliki kreatifitas saya terinspirasi untuk berbagi pengalaman dengan anda ketika kita memiliki kreatifitas. Diantaranya adalah :<br />
<br />
1. Membuat hidup lebih indah.<br />
Kalau kita memiliki hobby yang menyenangkan maka kita memiliki tujuan yang jelas. Misalnya, setelah beraktifitas di kampus, saya ingin segera pulang untuk membuat kreasi dari Fimo polymer clay. Saya merasa nyaman duduk manis di depan meja kerja saya membuat aneka kreasi ditunjang dengan koneksi internet yang lancar. Sehingga tanpa kita banyak mengeluarkan uang untuk jalan jalan, shopping saya sudah mendapatkan kesenangan di dalam rumah... Hidup menjadi penuh warna, tidak monoton karena saya bisa mencoba membuat aneka kreasi.<br />
2. Lebih irit (?)<br />
Kalau yang ini sih relatif ya. Kalu orang lain duitnya dipakai untuk nonton, keloyongan tetapi saya lebih senang membelanjakan duit saya untuk memenuhi keinginan (bukan kebutuhan ya.. :D) hobby saya.<br />
3. Menghilangkan energi negatif.<br />
Ups mungkin lebih tepatnya mengurangi energi negatif ya. Jujur saja kalau kita tidak punya kreatifitas yang menyenangkan pikiran kita jadi nganggur akhirnya yang tidak penting dipikirkan juga deh :) Yah akhirnya muncul piktor, suudzon, suka gosip, fitnah dll. Dengan adanya kesibukan membuat aneka kreasi ini maka kita jadi semakin termotivasi untuk bisa untuk bisa berkarya yang lebih baik dan lebih baik lagi.<br />
4. Meningkatkan kualitas dan taraf hidup.<br />
Kreatifitas berperan besar dalam meningkatkan kesejahteraan kita. Salah satunya karya tersebut bisa kita jual atau keahlian tersebut bisa ditularkan pada orang lain.<br />
<br />
Yuk, tunggu apa lagi ? Bikin hari-hari kita penuh kreatifitas supaya hidup lebih bermanfaat untuk orang lain, hidup lebih berwarna bagi kita dan hidup lebih berkah dimata Tuhan..</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-37610374824956407192016-06-12T16:13:00.000-07:002016-06-12T19:43:54.953-07:00PENGENALAN FIMO POLYMER CLAY<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: justify;">
Kali ini saya akan menunjukkan jenis dan kegunanaan fimo polymer clay yang biasanya saya gunakan untuk berkreasi. Tonton video saya di youtube ya, saya akan memberikan banyak tips cara berkreasi... Makasih..</div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/ralRQlnQJvU/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/ralRQlnQJvU?feature=player_embedded" width="320"></iframe></div>
<a href="http://www.youtube.com/watch?v=ralRQlnQJvU"></a><br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/xzxLqm9jq5Y/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/xzxLqm9jq5Y?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/7U3_SVOjzQw/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/7U3_SVOjzQw?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/vFWH3V6bV_0/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/vFWH3V6bV_0?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div style="text-align: center;">
<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/l9by38MKU-8/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/l9by38MKU-8?feature=player_embedded" width="320"></iframe></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<br /></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-10348161357630286782016-02-21T03:31:00.001-08:002016-07-25T03:24:06.688-07:00HAI MASA LALU ! <div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<br /><iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/wfMZ1QtLi_M/0.jpg" src="https://www.youtube.com/embed/wfMZ1QtLi_M?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
<br />
Hai masa lalu...<br />
Tidak, aku hanya ingin menyapa. Berdebukah kau ? Maaf aku semakin jarang mengunjungimu. Aku disibukkan dengan masa kini dan impian masa depan. Tenang saja, aku takkan melupakanmu. Aku hanya mungkin akan jarang menengokmu...<br />
<span class="fullpost"><br /></span>
<span class="fullpost">
Hai masa lalu... </span><br />
<span class="fullpost">Aku hanya ingin menyapa. Terimakasih pernah ada. Terimakasih pernah menjadi bagian perjalananku. Sedih pun bahagia kisahmu menjadi penguat langkahku di masa kini. Bukankah masa kini adalah hasil rentetan penjalanan masa lalu ? Maka itu aku berterimakasih. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Hai masa lalu... </span><br />
<span class="fullpost">Aku pernah jatuh, aku pernah sakit hati. Tapi sudah kusimpan semua cerita dalam sebuah kotak kenangan, yang kunamakan masa lalu. Ya kamu. Ruangmu mungkin kini gelap, aku sekadar melihat ruangmu, namun hanya sebentar. Aku takkan lama-lama, sekedar melihat lagi seperti apa jalan yang kulalui dulu agar aku bisa belajar lagi jika saja masa kiniku aku lupa atau mungkin lalai menjaga langkah. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Hai masa lalu... </span><br />
<span class="fullpost">Lihatkah kau bagaimana aku di masa kiniku ? Bagaimana menurutmu ? Semoga kau bangga. Sebab apapun yang kucapai, adalah karena semua pelajaran di masa lalu begitu membekas dan mampu membentukku. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Hai masa lalu... </span><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<span class="fullpost">Mari berdamai. Aku akan belajar mendewasa. Menjadi lebih tangguh di masa kini sebagai penguat langkahku dan pemantap kisahku di masa depan. Semoga.
</span></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-863167283055096622016-01-24T08:53:00.001-08:002016-01-24T08:53:51.992-08:00HAPPY 11th (STEEL) WEDDING ANNIVERSARY<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-RsbEGbmRi8Y/VqUAloL99KI/AAAAAAAAHMM/G9ITr37vFE0/s1600/12547717_1710617349154655_1982277851_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-RsbEGbmRi8Y/VqUAloL99KI/AAAAAAAAHMM/G9ITr37vFE0/s320/12547717_1710617349154655_1982277851_n.jpg" /></a></div>
<span class="fullpost">
Semoga di ulang tahun pernikahan kita ini, dapat menjadikan kita pribadi yang lebih dewasa, bertanggung jawab dan berpikir yang lebih matang lagi. Semoga masalah yang hadir menjadikan kita lebih dekat, membesarkan rasa cinta kita. Sejatinya masalah yang hadir itu hanyalah ujian yang harus kita selesaikan dengan bijak...
</span></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-7089660196529226632015-09-12T06:33:00.000-07:002015-09-12T06:40:28.028-07:00YANG TERSISA DARI PEKERTI<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-wUv48KL4A2Q/VfQTbt0qhFI/AAAAAAAAHLI/B9qEaKCwYTI/s1600/CNIv8MeVEAAe7Rl.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-wUv48KL4A2Q/VfQTbt0qhFI/AAAAAAAAHLI/B9qEaKCwYTI/s320/CNIv8MeVEAAe7Rl.jpg" /></a></div>
<br />
Tanggal 24 sampai dengan 28 Agustus 2015 lalu saya mengikuti PEKERTI yang alhamdulillah diadakan di kampus sendiri. Pada umumnya kegiatan PEKERTI yang di adakan oleh Kopertis wilayah VII ini dilaksanakan di hotel di luar kota. Merujuk pada surat edaran terbaru dari Dikti bahwa salah satu syarat dosen untuk kenaikan pangkat dan jabatan adalah memiliki sertifikat PEKERTI, hal ini berbeda dari sebelumnya bahwa dosen yang wajib mengikuti PEKERTI hanyalah dosen yang memiliki ilmu murni.<br />
<br />
Awalnya ogah ogahan juga saat dipilih mengikuti kegiatan ini gelombang 1 karena jadwalnya mulai pukul 8-17 wib dan tidak boleh absen. Berdasarkan informasi dari suami bahwa PEKERTI itu berat banget tugasnya. Mengerjakannya hingga begadang dan dia wanti wanti agar saya menyiapkan silabus, RPP, kontrak perkuliahan dll. Haduh itukan sebenarnya tugas yang sudah melekat pada seorang pengajar tentu saja file tersebut sudah ada semua di laptop saya. Ya maklumlah suami saya S1 dan S2 nya dari ilmu murni :)<br />
<span class="fullpost"><br /></span>
<span class="fullpost">
Pada tanggal 24 Agustus 2015, Prof. Ali Maksum sebagai sekretaris Kopertis wilayah VII hadir untuk membuka kegiatan PEKERTI. Diawali oleh bapak rektor memberikan sambutan, dalam sambutannya bapak rektor mengatakan bahwa beliau sudah 30 tahun menjadi dosen dan dengan mengikuti PEKERTI ini beliau menjadi semakin paham akan tugas dan fungsi pokok sebagai seorang dosen. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Acara berikutnya adalah sambutan dari Prof Ali,ada hal yang membuat saya terkesan dalam sambutannya bahwa seorang dosen secara normal (ini normalnya lho..) setelah mengajar 16 tahun sudah menjadi seorang Profesor !! Secara logika setiap 4 tahun sekali dosen harus naik pangkat. Saat itu saya melihat bapak rektor tersenyum sambil memegang kepalanya di podium. Kontan saja seluruh dosen yang hadir menyaksikan beliau sambil tertawa cekikian. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Hmm... saya rasa ini menjadi masalah hampir seluruh dosen juga termasuk saya :(. Saya sudah mengajar di Unikama sejak tahun 2004 dan jabatan saya masih asisten ahli.. Hwua.. malas sekali saya ini.. itupun TMT nya sudah September 2008 !!Piyuh... padahal sekarang mengurus kenaikan pangkat juga semakin ketat, tahun lalu saya mencoba mengurus ke lektor ternyata setelah dilakukan internal review jurnal saya nilainya pas pas an. Jadi pertimbangannya daripada dikembalikan oleh Kopertis mending ditambah dulu saja 1 jurnal lagi. Haduh... sebenarnya saya sudah memiliki 5 buah artikel yang sudah dimuat di jurnal. Tapi ternyata masih dinilai pas pas an. Tuh kan syarat untuk naik jabatan akademik bukan hal yang mudah :( </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Ada hal lain yang disampaikan oleh Prof Ali, simpel tapi sempat terlupakan. Bahwa dalam hidup ini segala sesuatu tidak boleh mengalir seperti air. Segala sesuatu haruslah direncanakan. Jika kita hanya sekedar hidup dan bisa makan saja lantas apa bedanya dengan hewan ?? Inilah yang menjadi motivasi saya juga untuk segera melanjutkan S3. Beliau juga mengatakan seorang dosen dapat diakui kepakarannya jika sudah Doktor, jika hanya S2 saja maka itu masih dianggap biasa. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Setelah itu acara dilanjutkan dengan pemberian materi oleh Prof Diah Sawitri. Beliau adalah guru besar dari Universitas Gajayana. Saat saya bertemu beliau saya sangat kagum dari ujung hijab sampai ujung kaki... Hihihi inilah saya yang terbiasa tampil slordig, saya seperti diingatkan kembali bahwa seorang pendidik merupakan model di depan kelas. sehingga penampilan pun juga harus diperhatikan.
</span><br />
<span class="fullpost"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<span class="fullpost"><a href="http://2.bp.blogspot.com/-y_5tC80WI_8/VfQeR-6xAbI/AAAAAAAAHLY/dgmakGvMPBY/s1600/IMG-20150827-WA0001.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-y_5tC80WI_8/VfQeR-6xAbI/AAAAAAAAHLY/dgmakGvMPBY/s320/IMG-20150827-WA0001.jpg" /></a></span></div>
<span class="fullpost"></span><br />
<div>
<span class="fullpost"><span class="fullpost"><br /></span></span></div>
<span class="fullpost">
Salah satu teman dosen sempat mencolek saya, 'Tuh seorang dosen harus berpenampilan seperti itu'. Saya jawab dengan dengan santainya, 'Iya jangan tiru aku bu, nih batik yang aku pakai belinya di M _ _ _ _ _ _ _ o' dan akhirnya kita tertawa cekikikan.. Saya benar-benar kagum pada beliau yang bukan hanya cantik, fashionable tetapi beliau 11 tahun mengajar sudah bisa menjadi Profesor !! Prof. Diah dengan gaya bicara nya yang kalem, anggun berkali-kali mengingatkan agar dosen tidak terlena sehingga tidak mengurusi kenaikan pangkatnya. </span><br />
<div>
<span class="fullpost"><br /></span></div>
<div>
<span class="fullpost">Hari ke 2,3 (separuh sesi) diisi oleh pemateri prof. Agustinus Ngadiman. Bidang kepakaran beliau adalah bahasa Inggris, sehingga saat diminta membuat Peta kompetensi saya bisa dengan mudah mengkonsultasikannya dan alhamdulillah beliau langsung memberi paraf OK pada lembar konsultasi.</span></div>
<div>
<span class="fullpost"><br /></span></div>
<div>
<span class="fullpost"></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span class="fullpost"><a href="http://4.bp.blogspot.com/-RFRnAmkCoWM/VfQgxIpJ_jI/AAAAAAAAHLk/8-Us_uFTsKY/s1600/IMG-20150827-WA0002.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-RFRnAmkCoWM/VfQgxIpJ_jI/AAAAAAAAHLk/8-Us_uFTsKY/s320/IMG-20150827-WA0002.jpg" /></a></span></div>
<span class="fullpost">
<div>
<span class="fullpost"><br /></span></div>
Prof Ngadiman sama dengan Prof Diah dengan gayanya yang kalem dan tenang telah mengingatkan saya bahwa seorang pendidik juga harus tenang menghadapi karakter siswa yang berbeda di dalam kelas. </span></div>
<div>
<span class="fullpost"><br /></span></div>
<div>
<span class="fullpost">Hari ke 3,4 (separuh sesi) diisi oleh ibu Dr. Lise dari Univeristas Muhammadiyah Malang... Wah hal ini membuat kita melek tidak ngantuk dan jenuh karena beliau pandai sekali membangun suasana ceria... Beliau sudah sangat expert dalam hal mengajarkan cara menyusun Rencana Pelaksanaan Pembelajaran, Rencana Pembelajaran Semester, dan Perencanaan Penilaian. Beliau dapat mengkaitkan hal hal yang secara umum kita alami dengan bagaimana seorang dosen memberikan nilai pada mahasiswanya. Sungguh luar biasa, hal ini mengingatkan saya kembali pada hal hal sepele tentang mendidik dan mengajar mahasiswa.</span></div>
<div>
<br />
<span class="fullpost"></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span class="fullpost"><a href="http://3.bp.blogspot.com/-mYXc6dxPWdw/VfQi1HX6TsI/AAAAAAAAHLw/Ngn422SlKCE/s1600/IMG-20150827-WA0006.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-mYXc6dxPWdw/VfQi1HX6TsI/AAAAAAAAHLw/Ngn422SlKCE/s320/IMG-20150827-WA0006.jpg" /></a></span></div>
<span class="fullpost">
<div>
<span class="fullpost"><br /></span></div>
Yang terkesan dari beliau, tidak lupa beliau menceritakan tentang keluarganya. Dan dengan bicaranya yang lugas beliau benar benar mencari menantu wanita dan beliau terlihat sangat bangga dengan keluarganya. Hal ini ditunjukkan berkali-kali beliau menyampaikan bahwa suaminya ganteng banget. Ini karena beliau bidang pakarnya strategi pembelajaran, jadi memilih pasangan hidup pun juga ada strateginya. Ah ibu, sepertinya saya bukan ahli dalam hal strategi yang satu ini :( Ini juga membuat kita penasaran ingin tahu suaminya... Hihihi dan di sesi akhir bersama beliau, beliau bilang, 'mesti wes pengin eruh fotone bojoku' :d dan saat ditunjukkan... Iya bu emang suaminya ganteng kok, ada yang bilang seperti gus Ipul, ah saya bilang suami ibu seperti aktor Frans Tumbuan itu loh suaminya Rima Melati :d</span></div>
<div>
<br />
<span class="fullpost"></span><br />
<div class="separator" style="clear: both; text-align: center;">
<span class="fullpost"><a href="http://4.bp.blogspot.com/-qHDin_gwZqo/VfQkfZTGkUI/AAAAAAAAHL8/zAiVifcia2I/s1600/IMG-20150827-WA0003.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-qHDin_gwZqo/VfQkfZTGkUI/AAAAAAAAHL8/zAiVifcia2I/s320/IMG-20150827-WA0003.jpg" /></a></span></div>
<span class="fullpost">
<div>
<span class="fullpost"><br /></span></div>
Di sesi akhir hari ke 4 dan 5, kami mendapatkan materi tentang Peer teaching, Micro Teaching dan kotrak perkuliahan dari Dr. Fat. Beliau adalah pakar dalam tekhnologi pembelajaran. Beliau tidak kalah dengan ibu Lise sangat pandai membawa suasana. Adakalanya kita terharu hingga meneteskan air mata saat diingatkan jasa orang tua kita tetapi kita juga dibuat tertawa dengan cara beliau memberikan materi. </span></div>
<div>
<span class="fullpost"><br /></span></div>
<div>
<span class="fullpost">Di hari terakhir perwakilan dosen tiap program studi diminta untuk mengajar. Beliau paham sekali dengan karakter tiap dosen yang praktek mengajar. Di saat ada seorang teman yang di bully saat mengajar, dengan sigap beliau memuji dan menyampaikan bahwa dosen tersebut sangat bagus dalam presentasinya. Sungguh luar biasa, banyak hal yang terkadang kita lupa dalam menghadapi siswa, tapi dengan mengikuti PEKERTI ini saya benar benar diingatkan bagaimana menjadi seorang pendidik... </span></div>
<div>
<span class="fullpost"><br /></span></div>
<div>
<span class="fullpost">Bagi teman-teman yang ingin mendapat contoh tugas PEKERTI dari saya, bisa email saya : maria_cholifah@unikama.ac.id
</span></div>
</div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0tag:blogger.com,1999:blog-8897969258171818780.post-40954145019533004942015-08-30T21:12:00.000-07:002015-08-30T23:34:49.840-07:00MOVE ON, MOVE UP, MOVE AWAY !!<div dir="ltr" style="text-align: left;" trbidi="on">
<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-AketeDfoDsQ/VePEU4vHN_I/AAAAAAAAHKc/5hrHd7sQ5x0/s1600/11222246_873068932770082_7091592313547763377_n.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-AketeDfoDsQ/VePEU4vHN_I/AAAAAAAAHKc/5hrHd7sQ5x0/s320/11222246_873068932770082_7091592313547763377_n.jpg" /></a></div>
<br />
Per tanggal 1 Juni 2015 saya sudah tidak lagi menjabat sebagai Ketua Program Studi Pendidikan Bahasa Inggris. Sehari sebelumnya di saat saya membuka acara Research Exhibition yang diadakan oleh prodi Pendidikan Bahasa Inggris tiba-tiba hp saya berdering, staff rektorat meminta saya menemui bapak rektor saat itu juga.<br />
<span class="fullpost"><br /></span>
<span class="fullpost">
Sebenarnya beberapa minggu sebelumnya saya sudah mendengar bahwa akan ada formasi jabatan dan salah satu pejabat struktural yang akan diganti adalah saya. Tentu saja hal ini saya sambut dengan senang dan gembira ria karena sudah 11 tahun saya menjabat sebagai kaprodi (periode 2004-2008, periode 2008-2013, periode 2013-2015). Terus terang saya sudah lelah, jenuh dan hal ini berdampak saya menjadi tidak produktif. </span><br />
<span class="fullpost"><br /></span>
<span class="fullpost">Saat saya masuk ruangan pak rektor beliau menyambut dengan ramah, sebagai awal pembuka beliau menyampaikan terimakasih telah dibantu 'berjuang' di saat kampus sedang bermasalah tahun 2013 lalu. </span><span class="fullpost">Kemudian beliau menyampaikan, berdasarkan penilaian pimpinan, maka salah satu pejabat yang akan diganti adalah saya, dan rektorat akan memberikan saya jabatan yang lain. Bapak rektor juga menyarankan agar saya segera melanjutkan S3. </span>Dengan senang hati saya terima formasi ini, tetapi saya mohon maaf kepada pak rektor agar saya diijinkan menjadi dosen biasa saja.<br />
<br />
Dengan tidak lagi menjabat tentunya berdampak luar biasa bagi saya hehehe...<br />
<br />
1. Masalah keuangan, tentunya juga berdampak meski tidak seberapa ya. Saat mendengar ada formasi jabatan saya konsultasikan pada suami bagaimana jika saya langsung menemui pak rektor agar saya juga ikut di formasi. Tetapi suami melarang supaya segalanya berjalan sesuai alur saja... Hehe saya yakinkan pada suami bahwa rejeki itu sudah ada takarannya. Meski tidak melalui tunjangan jabatan pasti akan ada dari sumber yang lain. Dan Alhamdulillah ternyata jika kita meyakini hal tsb maka hal tsb akan terjadi secara nyata. Logikanya saat mahasiswa libur saya tidak akan dapat honor mengajar (hmmm kalau gaji tetap dan tunjangan sertifikasi sih tetap mengalir tapi kan sudah ada post nya sendiri hehe) tetapi entah bagaimana saya dan suami masih bisa survive, ada saja rejeki yang kita dapatkan dan tidak terduga dari mana arahnya.<br />
<br />
2. Saya benar-benar merasa bebas merdeka !!!! Kalau saat menjabat saya sering menemukan masalah yang selalu saya katakan : Masalah tidak dicari tetapi datang dengan sendirinya... Tetapi kali ini saya benar benar bisa merasakan menjadi manusia yang bebas lepas tanpa ada beban... Apalagi di saat liburan semester saya lebih banyak tinggal di rumah sambil berkreasi clay...<br />
<br />
3. Saya bisa menjadi istri yang baik yang bisa senantiasa melayani kebutuhan suami. Jujur saja saat menjabat saya cenderung pulang sore saat di rumah sudah kelelahan dan suami sering saya belikan masakan siap saji... Hmmm untung suami tidak pernah rewel dalam hal makanan. Tetapi sekarang saya bisa belanja di tukang sayur, menyiram tanaman, memasak (yaa sambil itung-itung menghemat keuangan :) )<br />
<br />
4. Nah ini yang saya sukaaaa sekali !! saya bisa mengembangkan hobi saya... Selama menjabat saya hanya bisa mengumpulkan alat dan bahan kreasi clay sambil berangan-angan kapan ya saya bisa secepatnya bisa mengembangkan hobi saya ini... Makanya saat pak rektor akan memberikan jabatan lain saya mohon ijin untuk menjadi dosen biasa saja. Dan saat ini saya bisa membuat aneka kreasi clay kemudian saya tawarkan di berbagai lapak, salah satunya blog <a href="http://momo-clay.blogspot.com/" target="_blank">http://momo-clay.blogspot.com</a>. <a href="http://momo-clay.blogspot.com/"></a> Dan Alhamdulillah karena saya sudah fokus ke hobi saya ini saya bisa memenangkan juara 3 Art Challenge yang diadakan oleh Komunitas Seni Clay Indonesia bekerjasama dengan Fimo modelling clay Indonesia. Anggota dari komunitas tersebut ribuan, mungkin saya lagi hoki aja ya bisa mendapatkan juara 3 :)<br />
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<span class="fullpost"><a href="http://3.bp.blogspot.com/-hjkGABC6B8s/VePR3rrgg2I/AAAAAAAAHKw/GTHICLIkRKI/s1600/CNKwEDKUkAA_Bxa.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-hjkGABC6B8s/VePR3rrgg2I/AAAAAAAAHKw/GTHICLIkRKI/s320/CNKwEDKUkAA_Bxa.jpg" /></a></span></div>
<span class="fullpost"></span><br />
<div>
<span class="fullpost"><span class="fullpost"><br /></span></span></div>
<span class="fullpost">
Hadiah dari fimo modelling clay Indonesia berupa clay machine, fimo airbasic, fimo pushmold 2 pcs dan fimo soft 10pcs. Sebenarnya bukan masalah hadiahnya tetapi ada kepuasan tersendiri ketika saya bisa membuktikan bahwa saya mampu berkreasi meski saya masih juga harus mengembangkan keterampilan saya dalam berkreasi...
</span></div>
Maria Cholifah (林 玛 丽 亚)http://www.blogger.com/profile/13080999570389947762noreply@blogger.com0