Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.013
Trisa Wendari, M. Zaim
Vocabulary development is a significant purpose in any language teaching. The term that manages vocabularies in the person is named 'mental lexicon'. The mental lexicon describes a dictionary that upgrades every word, meaning, and associate them with another word in the mind. Word Association Test is one measurement to know how depth vocabularies understanding are. It also called Word Affiliation Test and a greatly-renowned research technique in linguistic and psychology research by using word stimulus to acquire the lexical relation amid words. In senior High school, song study is taught at the end of the syllabus. The researcher connected the song with the vocabularies of students and tried to examine the word types of association they are used so they feel easy and enjoyed learning English and have a significant result in their study. The classification of word association composition concentrated on the two central fundamentals of language: syntagmatic ; It should be connected with a phrase or syntactic framework and paradigmatic ; involve another words or syllable that might switch connection. This research aims to explore the students' dept understanding of the word in the mind and to apply it in the English study. This is a qualitative study and analyzes the response of the students based on syntagmatic and paradigmatic types. The source of this research is got from a preliminary student's senior high school at Sungai Aur. Then, the data are analyzed and classified into syntagmatic and paradigmatic.
{"title":"Classifying Word Association Test (WAT) Response in Song Study at Students Senior High School 1 Sungai Aur","authors":"Trisa Wendari, M. Zaim","doi":"10.2991/assehr.k.210914.013","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.013","url":null,"abstract":"Vocabulary development is a significant purpose in any language teaching. The term that manages vocabularies in the person is named 'mental lexicon'. The mental lexicon describes a dictionary that upgrades every word, meaning, and associate them with another word in the mind. Word Association Test is one measurement to know how depth vocabularies understanding are. It also called Word Affiliation Test and a greatly-renowned research technique in linguistic and psychology research by using word stimulus to acquire the lexical relation amid words. In senior High school, song study is taught at the end of the syllabus. The researcher connected the song with the vocabularies of students and tried to examine the word types of association they are used so they feel easy and enjoyed learning English and have a significant result in their study. The classification of word association composition concentrated on the two central fundamentals of language: syntagmatic ; It should be connected with a phrase or syntactic framework and paradigmatic ; involve another words or syllable that might switch connection. This research aims to explore the students' dept understanding of the word in the mind and to apply it in the English study. This is a qualitative study and analyzes the response of the students based on syntagmatic and paradigmatic types. The source of this research is got from a preliminary student's senior high school at Sungai Aur. Then, the data are analyzed and classified into syntagmatic and paradigmatic.","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"516 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133001858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.051
Citra Marsudi
{"title":"Students’ Perception on Online English Learning and Their Achievement During Covid 19 at SMK Manajemen Penerbangan Medan","authors":"Citra Marsudi","doi":"10.2991/assehr.k.210914.051","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.051","url":null,"abstract":"","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134386889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.024
Desi Andriani, Hermawati Syarif
{"title":"Using Communicative Games to Improve Students’ Speaking Skill","authors":"Desi Andriani, Hermawati Syarif","doi":"10.2991/assehr.k.210914.024","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.024","url":null,"abstract":"","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"172 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132513672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.044
Erlinda Usman, Desvalini Anwar
A syllabus is an important document for teaching which contains the outline of course, including topics, weekly schedule, assignments and tests. A syllabus serves as a communication medium for both theories and practices that will be exposed during study to students. Therefore, it is crucial to evaluate a syllabus to meet the purposes of learning. The subject of this study is the evaluation of the syllabus of English for Specific Purposes in semester 1 for the nursing students and exploration of the needs of the nursing students, professional nurses, and the teaching staff. The study is conducted based on need analysis. Analyzing need analysis is necessary before designing the syllabus to obtain information associated with the nursing students' needs. The method for this study is descriptive and using qualitative approach. The data are obtained through documents, questionnaires, and interviews. The result of the syllabus evaluation of English for Specific Purposes for the nursing students reveals that the syllabus designed for nursing students needs revision to meet the result of need analysis.
{"title":"Evaluation of Syllabus of English for Specific Purposes for Nursing Students","authors":"Erlinda Usman, Desvalini Anwar","doi":"10.2991/assehr.k.210914.044","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.044","url":null,"abstract":"A syllabus is an important document for teaching which contains the outline of course, including topics, weekly schedule, assignments and tests. A syllabus serves as a communication medium for both theories and practices that will be exposed during study to students. Therefore, it is crucial to evaluate a syllabus to meet the purposes of learning. The subject of this study is the evaluation of the syllabus of English for Specific Purposes in semester 1 for the nursing students and exploration of the needs of the nursing students, professional nurses, and the teaching staff. The study is conducted based on need analysis. Analyzing need analysis is necessary before designing the syllabus to obtain information associated with the nursing students' needs. The method for this study is descriptive and using qualitative approach. The data are obtained through documents, questionnaires, and interviews. The result of the syllabus evaluation of English for Specific Purposes for the nursing students reveals that the syllabus designed for nursing students needs revision to meet the result of need analysis.","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115084175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.027
R. Afriani
{"title":"Lecturers’ Perception on English Ability Towards the Lecturers’ Professionalism","authors":"R. Afriani","doi":"10.2991/assehr.k.210914.027","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.027","url":null,"abstract":"","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116386581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Argumentative essay is one kind of essay in which the writer attempts to encourage the readers to agree with his/her opinion explained in the text. This research aims to investigate the argument written by students in writing argumentative essay by using Toulmin model. Based on this model each argument is made up of four components, including claim, data, counterargument, and rebuttal. The data were taken from the argumentative essay written by the fifth semester students in undergraduate program of English Education Department at UMTS Padangsidimpuan. Based on the result of the research, it was revealed that the most common parts of argument that often provided by students in their argumentative essay were claim and data. Average students’ argumentative essay contained at least a claim that was backed by three points of evidence. The result of the data also showed that the quality of argumentation written by students dropped below under level 2 in which students composed the arguments containing a claim and data, but did not provide any rebuttals in their argumentative essay.
{"title":"An Analysis of Argument of Students’ Argumentative Essay by Using Toulmin Model","authors":"Rizqiyyah Nadliroh Siregar, Hermawati Syarif, Zul Amri","doi":"10.2991/assehr.k.210914.018","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.018","url":null,"abstract":"Argumentative essay is one kind of essay in which the writer attempts to encourage the readers to agree with his/her opinion explained in the text. This research aims to investigate the argument written by students in writing argumentative essay by using Toulmin model. Based on this model each argument is made up of four components, including claim, data, counterargument, and rebuttal. The data were taken from the argumentative essay written by the fifth semester students in undergraduate program of English Education Department at UMTS Padangsidimpuan. Based on the result of the research, it was revealed that the most common parts of argument that often provided by students in their argumentative essay were claim and data. Average students’ argumentative essay contained at least a claim that was backed by three points of evidence. The result of the data also showed that the quality of argumentation written by students dropped below under level 2 in which students composed the arguments containing a claim and data, but did not provide any rebuttals in their argumentative essay.","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133662174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.004
Aryuliva Adnan, L. Marlina, Edi Trisno, Sinta Chairani Hutapea
{"title":"The Correlation Between EFL College Students’ Learning Motivation with Listening Anxiety at Intermediate Listening Classes","authors":"Aryuliva Adnan, L. Marlina, Edi Trisno, Sinta Chairani Hutapea","doi":"10.2991/assehr.k.210914.004","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.004","url":null,"abstract":"","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"220 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123021736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.032
Tia Marita, Jufrizal
In second/foreign language learning, learners often have their prior knowledge of their first language interference in producing their L2, whether it is in spoken or written form. As Weinreich points out four types of interference, the interference may occur in any aspect of linguistic, including syntax. Researcher conducted a study related to this issue by analyzing L1 syntactic interference occurs in students’ writing assignments. This article focuses on theoretical grounding of some factors that may cause L1 syntactic interference to appears in ESP students’ writing assignments. Researcher followed qualitative descriptive methods in this research with documents analysis and questionnaire as the means to collect the data of this study. Documents are in the form of writing assignments from economic students in ESP class at STES Manna Wa Salwa Padang Panjang. The data was analyzed by using several steps such as identifying, classifying, analyzing, and interpreting. From the documents analysis, researcher found out L1 syntactic interference in students’ L2 writing occur in all aspects of syntax, such as in phrases, clauses, and sentences. Based on some findings and discussion from the questionnaire, it was found that interlingual and intralingual factor are the main factors which cause interference to happen. Interlingual factor happens due to several system differences of syntax between L1 (Bahasa Indonesia) and L2 (English), while intralingual factor is due to students’ habit of their native language and lack of practice in improving their L2. L1 interference occurs a lot in students’ writing product and it affects their L2 writing efficiency.
在第二语言/外语学习中，学习者通常会有他们的母语先验知识干扰他们的第二语言学习，无论是口语还是书面语。正如Weinreich指出的四种干扰，这种干扰可能发生在语言学的任何方面，包括句法。研究者通过分析学生写作作业中出现的母语句法干扰现象，对这一问题进行了相关研究。本文着重阐述了在ESP学生的写作作业中可能出现母语句法干扰的一些因素的理论基础。在本研究中，研究者采用定性描述的方法，采用文献分析和问卷调查的方式收集本研究的数据。文件是以写作作业的形式，来自STES Manna Wa Salwa Padang Panjang的ESP课上的经济学学生。通过识别、分类、分析和解释等几个步骤对数据进行分析。从文献分析中，研究者发现学生在二语写作中的母语句法干扰出现在语法的各个方面，如短语、分句、句子等。根据调查问卷的一些发现和讨论，我们发现语际和语内因素是导致干扰发生的主要因素。语际因素是由于母语(印尼语)和第二语言(英语)之间的句法系统差异造成的，而语内因素是由于学生对母语的习惯和缺乏提高第二语言的实践造成的。在学生的写作成果中经常出现母语干扰现象，影响学生的二语写作效率。
{"title":"L1 Syntactic Interference in ESP Students’ Writing Assignments","authors":"Tia Marita, Jufrizal","doi":"10.2991/assehr.k.210914.032","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.032","url":null,"abstract":"In second/foreign language learning, learners often have their prior knowledge of their first language interference in producing their L2, whether it is in spoken or written form. As Weinreich points out four types of interference, the interference may occur in any aspect of linguistic, including syntax. Researcher conducted a study related to this issue by analyzing L1 syntactic interference occurs in students’ writing assignments. This article focuses on theoretical grounding of some factors that may cause L1 syntactic interference to appears in ESP students’ writing assignments. Researcher followed qualitative descriptive methods in this research with documents analysis and questionnaire as the means to collect the data of this study. Documents are in the form of writing assignments from economic students in ESP class at STES Manna Wa Salwa Padang Panjang. The data was analyzed by using several steps such as identifying, classifying, analyzing, and interpreting. From the documents analysis, researcher found out L1 syntactic interference in students’ L2 writing occur in all aspects of syntax, such as in phrases, clauses, and sentences. Based on some findings and discussion from the questionnaire, it was found that interlingual and intralingual factor are the main factors which cause interference to happen. Interlingual factor happens due to several system differences of syntax between L1 (Bahasa Indonesia) and L2 (English), while intralingual factor is due to students’ habit of their native language and lack of practice in improving their L2. L1 interference occurs a lot in students’ writing product and it affects their L2 writing efficiency.","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114831643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.042
Andira Gea Fitria, Hermawati Syarif
This research aims to analyze language code switching and code mixing used by teacher during English teaching learning process at SMP Negeri Kamang 2 Magek. This research focused on describing the reason of code mixing and code switching used by the teachers during English teaching learning process. Researcher interested due to the phenomenon of diversity of the language code switching and code mixing is that decide the reason of language code switching and code mixing by the teachers during English teaching learning process. In this research the researcher used the teachers’ utterances to collect the data. This research is descriptive research to describe and analyze the language code switching and code mixing used by the teachers during English teaching learning process. The data of this research consist of voice recorder, observation, interview and direct note that are deemed take by a recorder during English teaching learning process start from begins until the teaching learning process ends. The subjects of this research are three English teachers. From the data collection that has been transcribed by narrow transcription and descriptive qualitative data analysis techniques is discovered that the teachers used code switching and code mixing caused by language input because of the teachers are from Minangkabau and in daily communication the teachers and the students used Bahasa Indonesia as the first language and Minangkabaunese as a native language. The finding stated that sometimes the teachers used code switching or code mixing from English into Minangkabaunese. So that it is discovered the reason of language code switching and code mixing by the teachers during English teaching learning process. The research concludes that generally teachers still do more language code switching and code mixing during English teaching learning process in the form of Indonesian and Minangkabaunese. The teachers used code switching and code mixing was not caused by weaknesses or deficiencies in speaking English and mastering English during the teaching learning process. But the teachers used code switching and code mixing because of the teacher's skills to make students understand the lesson easily. The teachers use language code switching and code mixing also to develop intimacy, to reproof and to explain the material to understanding enhancement of the students who all had pedagogical purposes.
{"title":"An Analysis of Language Code Mixing and Code Switching Used by Teacher During English Teaching Learning Process at SMP Negeri 2 Kamang Magek","authors":"Andira Gea Fitria, Hermawati Syarif","doi":"10.2991/assehr.k.210914.042","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.042","url":null,"abstract":"This research aims to analyze language code switching and code mixing used by teacher during English teaching learning process at SMP Negeri Kamang 2 Magek. This research focused on describing the reason of code mixing and code switching used by the teachers during English teaching learning process. Researcher interested due to the phenomenon of diversity of the language code switching and code mixing is that decide the reason of language code switching and code mixing by the teachers during English teaching learning process. In this research the researcher used the teachers’ utterances to collect the data. This research is descriptive research to describe and analyze the language code switching and code mixing used by the teachers during English teaching learning process. The data of this research consist of voice recorder, observation, interview and direct note that are deemed take by a recorder during English teaching learning process start from begins until the teaching learning process ends. The subjects of this research are three English teachers. From the data collection that has been transcribed by narrow transcription and descriptive qualitative data analysis techniques is discovered that the teachers used code switching and code mixing caused by language input because of the teachers are from Minangkabau and in daily communication the teachers and the students used Bahasa Indonesia as the first language and Minangkabaunese as a native language. The finding stated that sometimes the teachers used code switching or code mixing from English into Minangkabaunese. So that it is discovered the reason of language code switching and code mixing by the teachers during English teaching learning process. The research concludes that generally teachers still do more language code switching and code mixing during English teaching learning process in the form of Indonesian and Minangkabaunese. The teachers used code switching and code mixing was not caused by weaknesses or deficiencies in speaking English and mastering English during the teaching learning process. But the teachers used code switching and code mixing because of the teacher's skills to make students understand the lesson easily. The teachers use language code switching and code mixing also to develop intimacy, to reproof and to explain the material to understanding enhancement of the students who all had pedagogical purposes.","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124060123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-14DOI: 10.2991/assehr.k.210914.002
Sitti Hadijah, Shalawati
Before the outbreak of Covid 19, the pre-service teachers at the university where my colleague and I are teaching used to have a two-month teaching training session at schools to expand their knowledge, skill, and experiences in teaching face-to-face in the physical classroom. However, in this 2020/2021 academic year, the pre-service teachers’ training program is arranged online and guided by teacher-educators. Through the online system, we found a great chance to train the pre-service teachers to plan and teach English online. Hence, this study investigates how the pre-service teachers plan and perform their online teaching during the coaching sessions. This study worked on a qualitative case study; the data were collected from the pre-service teachers’ lesson plans, teaching practice videos, documentation of teaching activities in the Google Classroom. The findings reveal some issues encountered by the pre-service teachers in planning and performing their online teaching activities. Meanwhile, feedbacks from the teacher-educator help them to develop their skills in planning and managing online teaching.
{"title":"Coaching Pre-Service Teachers in Planning and Teaching English Online","authors":"Sitti Hadijah, Shalawati","doi":"10.2991/assehr.k.210914.002","DOIUrl":"https://doi.org/10.2991/assehr.k.210914.002","url":null,"abstract":"Before the outbreak of Covid 19, the pre-service teachers at the university where my colleague and I are teaching used to have a two-month teaching training session at schools to expand their knowledge, skill, and experiences in teaching face-to-face in the physical classroom. However, in this 2020/2021 academic year, the pre-service teachers’ training program is arranged online and guided by teacher-educators. Through the online system, we found a great chance to train the pre-service teachers to plan and teach English online. Hence, this study investigates how the pre-service teachers plan and perform their online teaching during the coaching sessions. This study worked on a qualitative case study; the data were collected from the pre-service teachers’ lesson plans, teaching practice videos, documentation of teaching activities in the Google Classroom. The findings reveal some issues encountered by the pre-service teachers in planning and performing their online teaching activities. Meanwhile, feedbacks from the teacher-educator help them to develop their skills in planning and managing online teaching.","PeriodicalId":191601,"journal":{"name":"Proceedings of the Eighth International Conference on English Language and Teaching (ICOELT-8 2020)","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123616578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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