Evaluating one of the mostly used online media during this COVID-19 pandemic Indonesia namely WhatsApp, this study investigates EFL students’ interest and attitude toward learning English through WhatsApp Group as well as the influencing factors. Taking 30 university students of English Education Department at IAIN Salatiga as the subjects, this qualitative study makes use of online questionnaire and online interview to collect data. The findings show that students averagely have positive interest and positive attitude toward the use of WhatsApp group as their primary e-learning tool, with the enjoyment aspect of interest and the affective aspect of attitude being most dominant values. Meanwhile, five main influencing factors of students’ interest and attitude have been identified including (1) the teachers’ methods or strategies of online teaching (2) WhatsApp features and affordances, (3) students’ mood, (4) the network accessibility and strength, and (5) students’ personality. Furthermore, in order to enhance students’ interest and attitude, it is suggestible that teachers employ innovative and creative learning strategies, whereas the students be more
{"title":"EFL Students’ Interest and Attitude in Learning Through WhatsApp Group","authors":"M. Hasbi, Ulan Maulani","doi":"10.24090/celti.v1.9","DOIUrl":"https://doi.org/10.24090/celti.v1.9","url":null,"abstract":"Evaluating one of the mostly used online media during this COVID-19 pandemic Indonesia namely WhatsApp, this study investigates EFL students’ interest and attitude toward learning English through WhatsApp Group as well as the influencing factors. Taking 30 university students of English Education Department at IAIN Salatiga as the subjects, this qualitative study makes use of online questionnaire and online interview to collect data. The findings show that students averagely have positive interest and positive attitude toward the use of WhatsApp group as their primary e-learning tool, with the enjoyment aspect of interest and the affective aspect of attitude being most dominant values. Meanwhile, five main influencing factors of students’ interest and attitude have been identified including (1) the teachers’ methods or strategies of online teaching (2) WhatsApp features and affordances, (3) students’ mood, (4) the network accessibility and strength, and (5) students’ personality. Furthermore, in order to enhance students’ interest and attitude, it is suggestible that teachers employ innovative and creative learning strategies, whereas the students be more","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131849268","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}
The objective of this research was to describe the application of using crossword puzzle game on teaching vocabulary in Covid-19 pandemic era. The subject from one class VIII-B in academic year 2020/2021 of Junior High School students from SMPN 22 Surabaya. This research used descriptive quantitative research method. The researcher used participant observation to collected data by observing the ongoing activities and questionnaire to know the opinion and the impression of the students about online vocabulary learning by using crossword puzzle game. The result of participant observation was analyzed in the form of descriptive quantitative and the result of questionnaire was analyzed in the form of percentage. The result of the observation by collaborator showed that almost all of the activity were finshed well. Furthermore, the result of the questionnaire showed there were 61% students chose strongly agree, it meant by using crossword puzzle game, learning vocabulary became easier to understand. Then 34% chose agree, it meant by using crossword puzzle game, learning vocabulary became easier to understand. From the result, it can be concluded that crossword puzzle game could make the learning teaching and learning process became more fun and enjoyable.
{"title":"Using Online Crossword Puzzle Game on Teaching Vocabulary in Covid-19 Pandemic Era","authors":"Retno Dumilah, Endang Mastuti Rahayu","doi":"10.24090/celti.v1.17","DOIUrl":"https://doi.org/10.24090/celti.v1.17","url":null,"abstract":"The objective of this research was to describe the application of using crossword puzzle game on teaching vocabulary in Covid-19 pandemic era. The subject from one class VIII-B in academic year 2020/2021 of Junior High School students from SMPN 22 Surabaya. This research used descriptive quantitative research method. The researcher used participant observation to collected data by observing the ongoing activities and questionnaire to know the opinion and the impression of the students about online vocabulary learning by using crossword puzzle game. The result of participant observation was analyzed in the form of descriptive quantitative and the result of questionnaire was analyzed in the form of percentage. The result of the observation by collaborator showed that almost all of the activity were finshed well. Furthermore, the result of the questionnaire showed there were 61% students chose strongly agree, it meant by using crossword puzzle game, learning vocabulary became easier to understand. Then 34% chose agree, it meant by using crossword puzzle game, learning vocabulary became easier to understand. From the result, it can be concluded that crossword puzzle game could make the learning teaching and learning process became more fun and enjoyable.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123399391","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}
Online Platform now became the most useful and effective way for everyone especially for learning process. The use of online platform started for a long time ago but, it increase sharply during the enactment of work and study at home. The applying of study at home gives the big impact for student. The biggest problem for both student and teacher faces is the fact that they cannot meet each other like usual and they have to adapt with the new normal. At the end, an online platform became the last choice for the school to keep running the learning activity. While having an online activity, both of teachers and student has the some difficulties. There are several difficulties that found by the researchers encountered by students in using teaching media through online platforms. Students complain about their difficulties when accessing the teaching media. The application of online learning, especially in learning process, also causes various problems for students as shown in the current learning. Some of them experienced problems such as not having a strong network when accessing learning, less effective and efficient in its use, too many features that made them confused in accessing teaching media. All of those mostly happened because most of the students are not ready with the new way for their learning process. They might still feel uncomfortable with the new system because usually they just do it by manual. To covered all of these problems, all of the school elements must be work together and choosing the best way to make it as comfortable as before. This paper study aims to analyze the difficulties of online platforms faced by students and the solutions to solve them. Sources of research data were collected through articles from periodical journal websites and other sources that relevant to the research problem. Data were analyzed by interactive and qualitative models, including data collection, data reduction, data presentation, and drawing conclusions.
{"title":"The Difficulties of Using Online Platform as a Teaching Media for Student","authors":"L. Mubarokah, Rahayu Adinda Sahra","doi":"10.24090/celti.v1.26","DOIUrl":"https://doi.org/10.24090/celti.v1.26","url":null,"abstract":"Online Platform now became the most useful and effective way for everyone especially for learning process. The use of online platform started for a long time ago but, it increase sharply during the enactment of work and study at home. The applying of study at home gives the big impact for student. The biggest problem for both student and teacher faces is the fact that they cannot meet each other like usual and they have to adapt with the new normal. At the end, an online platform became the last choice for the school to keep running the learning activity. While having an online activity, both of teachers and student has the some difficulties. There are several difficulties that found by the researchers encountered by students in using teaching media through online platforms. Students complain about their difficulties when accessing the teaching media. The application of online learning, especially in learning process, also causes various problems for students as shown in the current learning. Some of them experienced problems such as not having a strong network when accessing learning, less effective and efficient in its use, too many features that made them confused in accessing teaching media. All of those mostly happened because most of the students are not ready with the new way for their learning process. They might still feel uncomfortable with the new system because usually they just do it by manual. To covered all of these problems, all of the school elements must be work together and choosing the best way to make it as comfortable as before. This paper study aims to analyze the difficulties of online platforms faced by students and the solutions to solve them. Sources of research data were collected through articles from periodical journal websites and other sources that relevant to the research problem. Data were analyzed by interactive and qualitative models, including data collection, data reduction, data presentation, and drawing conclusions.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115140591","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 : 2021-06-19DOI: 10.30595/APLINESIA.V5I1.12077
E. Pujiastuti
This research purposed to evaluate the English teaching learning process at SMPN 1 Majenang using CIPP Model. A total of 4 English teachers and 50 students in the Academic Year of 2020/2021 participated in the study. The research is based on a questionnaire applied to teachers and students. The percentage of CIPP components’ items is used for analyzing the data. Results of the study indicated that from the teachers’ point of view, the process of English teaching and learning is in the highest percentage; 25% but the product is the lowest. It is only 22%. And from students’ point of view, the input is in the highest percentage; 22% but the context is the lowest. It is only 20%. It could be concluded that the process component was in highest rank. In other words, the process of English teaching learning at SMPN 1 Majenang was good.
{"title":"The Evaluation of English Teaching Learning Process Using CIPP Model","authors":"E. Pujiastuti","doi":"10.30595/APLINESIA.V5I1.12077","DOIUrl":"https://doi.org/10.30595/APLINESIA.V5I1.12077","url":null,"abstract":"This research purposed to evaluate the English teaching learning process at SMPN 1 Majenang using CIPP Model. A total of 4 English teachers and 50 students in the Academic Year of 2020/2021 participated in the study. The research is based on a questionnaire applied to teachers and students. The percentage of CIPP components’ items is used for analyzing the data. Results of the study indicated that from the teachers’ point of view, the process of English teaching and learning is in the highest percentage; 25% but the product is the lowest. It is only 22%. And from students’ point of view, the input is in the highest percentage; 22% but the context is the lowest. It is only 20%. It could be concluded that the process component was in highest rank. In other words, the process of English teaching learning at SMPN 1 Majenang was good.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134278890","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}
English is one of the compulsory subjects taught in Indonesia. Nowadays, Information, Communication, and Technology (ICT) have affected to many aspects of human life including the education. Teaching English has various methods and one of the effective ways is using a mobile phone. This research used Duolingo Application as the object of this research because it used as the most popular learning application media among the students. Its features are supported with colorful and interesting graphics also it is free and easy to use. The purpose of this study was to examine how the implementation of Duolingo can improve the students' vocabulary mastery. The design of this study was descriptive quantitative involved the students from grade 10th of Senior High School Wangon, in the academic year of 2021-2022. The sample was from 33 students of X IPA 4 and 9 students from an intra-school students’ organization. The research instrument was a questionnaire to answer the research questions. The result was expected to provide information and help both of the teachers and students in developing the English practice in a handy form. Based on the data collected, most of the correspondences agreed that Duolingo can help students to improve vocabulary mastery.
{"title":"The Use of Duolingo Application for Students' Vocabulary Mastery","authors":"Atika Zami Fazia, Dewi Hajar Utami, Fiki Ridhona, Hisan Ainun Nissa","doi":"10.24090/celti.v1.24","DOIUrl":"https://doi.org/10.24090/celti.v1.24","url":null,"abstract":"English is one of the compulsory subjects taught in Indonesia. Nowadays, Information, Communication, and Technology (ICT) have affected to many aspects of human life including the education. Teaching English has various methods and one of the effective ways is using a mobile phone. This research used Duolingo Application as the object of this research because it used as the most popular learning application media among the students. Its features are supported with colorful and interesting graphics also it is free and easy to use. The purpose of this study was to examine how the implementation of Duolingo can improve the students' vocabulary mastery. The design of this study was descriptive quantitative involved the students from grade 10th of Senior High School Wangon, in the academic year of 2021-2022. The sample was from 33 students of X IPA 4 and 9 students from an intra-school students’ organization. The research instrument was a questionnaire to answer the research questions. The result was expected to provide information and help both of the teachers and students in developing the English practice in a handy form. Based on the data collected, most of the correspondences agreed that Duolingo can help students to improve vocabulary mastery.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"308 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129205766","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}
English language anxiety appears in some International students while learning in the country that use any language other than their native language. International students may get anxious while learning in another country. This research tries to answer two issues. The first one is the factors causing anxiety of Thai students in English language learning and the next one is the strategies of Thai students in coping their anxiety in English language learning. The data for this qualitative study were gathered from observation and semi-structured interview. The participants are two Thai students who took English Education Department in IAIN Salatiga. From the data, the researcher find that there are three factors causing anxiety of Thai students in English language learning namely communication apprehension, test anxiety and fear of negative evaluation. The researcher also find that there are two strategies of Thai students in coping the anxiety in reading class. They are preparation and peer seeking. The results of this study are hopefully can be beneficial to English teacher and students. Not only for domestic students, but also International students.
{"title":"Anxiety in English Language Learning Among Thai Students","authors":"Syifa Lum'atuddina, M. Miftachudin","doi":"10.24090/celti.v1.8","DOIUrl":"https://doi.org/10.24090/celti.v1.8","url":null,"abstract":"English language anxiety appears in some International students while learning in the country that use any language other than their native language. International students may get anxious while learning in another country. This research tries to answer two issues. The first one is the factors causing anxiety of Thai students in English language learning and the next one is the strategies of Thai students in coping their anxiety in English language learning. The data for this qualitative study were gathered from observation and semi-structured interview. The participants are two Thai students who took English Education Department in IAIN Salatiga. From the data, the researcher find that there are three factors causing anxiety of Thai students in English language learning namely communication apprehension, test anxiety and fear of negative evaluation. The researcher also find that there are two strategies of Thai students in coping the anxiety in reading class. They are preparation and peer seeking. The results of this study are hopefully can be beneficial to English teacher and students. Not only for domestic students, but also International students.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133218041","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}
This study aims to determine students' perceptions of the use of Youtube application for learning procedure text. The method used was qualitative using a descriptive approach. The population in this study were students of SMPN 06 Lebong and the sample used was purposive sampling for class VII students of SMPN 06 Lebong. The data collection technique in this study was used a questionnaire given to students using a Google form given in the third week after learning the text procedure was completed by using Youtube video as a media during learning, as well as interviews with several selected students which were carried out using Whatsapp to find out their perceptions of the use of Youtube media in learning procedure text. The data is explained in detail according to the statement given by the respondent. The results showed that the use of the Youtube application as a medium for learning procedure texts could make it easier for students to understand the material related to procedure texts, besides that students found it easier to access information related to learning materials so that they were able to explain and make procedural texts properly and correctly. Thus, the use of the Youtube application in the procedural text learning process can help students understand the procedural text material well and can have a positive impact on English learning activities.
{"title":"Teaching Procedure Text By Using Youtube As A Media In English Language Teaching: EFL Students' Perspectives","authors":"Joko Prayuda S","doi":"10.24090/celti.v1.3","DOIUrl":"https://doi.org/10.24090/celti.v1.3","url":null,"abstract":"This study aims to determine students' perceptions of the use of Youtube application for learning procedure text. The method used was qualitative using a descriptive approach. The population in this study were students of SMPN 06 Lebong and the sample used was purposive sampling for class VII students of SMPN 06 Lebong. The data collection technique in this study was used a questionnaire given to students using a Google form given in the third week after learning the text procedure was completed by using Youtube video as a media during learning, as well as interviews with several selected students which were carried out using Whatsapp to find out their perceptions of the use of Youtube media in learning procedure text. The data is explained in detail according to the statement given by the respondent. The results showed that the use of the Youtube application as a medium for learning procedure texts could make it easier for students to understand the material related to procedure texts, besides that students found it easier to access information related to learning materials so that they were able to explain and make procedural texts properly and correctly. Thus, the use of the Youtube application in the procedural text learning process can help students understand the procedural text material well and can have a positive impact on English learning activities.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117335284","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}
Ageng Tirtayasa, Alfi Hulwatun Nasichah, Fenesia Fasya Affara
Reading comprehension is the ability to process text, understand meaning, and synthesize it with what the reader already understands. In this industrial era 4.0, reading mastery is very important for students, because they can gain a lot of knowledge and information. In fact, every student in reading class may have their own difficulties especially in understanding English reading. Therefore, the purpose of this study was to determine students' reading comprehension difficulties and identify student responses to the survey. Data was collected using a questionnaire distributed to 30 students at UIN KH Saifuddin Zuhri Purwokerto. In collecting data, researchers used 12 questionnaires which were used to collect data. The participants in this study were English students in their fourth year of study. This study uses quantitative methods to describe the research results. Based on statistical data shows that most of the students feel they have difficulty in reading comprehension and did not understand the content they had read because their level was intermediate learners. Lack of confidence and motivation in reading make them fail before trying to understand the content of the reading. However, as English students they should know about reading comprehension strategies themselves.
{"title":"Analyzing Reading Comprehension Problems on English Education Students at UIN KH Saifuddin Zuhri Purwokerto","authors":"Ageng Tirtayasa, Alfi Hulwatun Nasichah, Fenesia Fasya Affara","doi":"10.24090/celti.v1.15","DOIUrl":"https://doi.org/10.24090/celti.v1.15","url":null,"abstract":"Reading comprehension is the ability to process text, understand meaning, and synthesize it with what the reader already understands. In this industrial era 4.0, reading mastery is very important for students, because they can gain a lot of knowledge and information. In fact, every student in reading class may have their own difficulties especially in understanding English reading. Therefore, the purpose of this study was to determine students' reading comprehension difficulties and identify student responses to the survey. Data was collected using a questionnaire distributed to 30 students at UIN KH Saifuddin Zuhri Purwokerto. In collecting data, researchers used 12 questionnaires which were used to collect data. The participants in this study were English students in their fourth year of study. This study uses quantitative methods to describe the research results. Based on statistical data shows that most of the students feel they have difficulty in reading comprehension and did not understand the content they had read because their level was intermediate learners. Lack of confidence and motivation in reading make them fail before trying to understand the content of the reading. However, as English students they should know about reading comprehension strategies themselves.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134032975","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}
Dea Nabilah, Linda Astrianingsih, Roisu Rusydata Alghifara, S. Maryanti, Ulil Awaliyah
Newly, during learning and teaching process is nearly related to the using of technology. Moreover, learning style is more oriented and being the primary for students' understanding to the material as well. Furthermore, teachers enhance to design creativity learning by arresting students' motivation and enthusiasm. Mostly, students become bored with the conventional method. Therefore, teachers should be challenged to be more imaginative in modifying learning method. In the case, there are several studies convey that Kahoot being the solution of learning style creativity. Kahoot was a game-based learning platform which commonly used in learning activity especially English learning. The used of Kahoot in learning English showed positive effect such in improving students' motivation. This article showed a literature review about Kahoot used in grammar learning. The research method used in this article was systematic literature review from articles and journals about the use of Kahoot in grammar learning included tenses and Kahoot to improving student’s motivation in learning. According to 55 journals and articles collected period are around 2016 to 2021, we found 20 articles related to this research. The data found showed that the used of Kahoot can improving students' motivation and interest in learning grammar although there was still weakness founded in connection and technique.
{"title":"A Systematic Review of Kahoot Application Used To Increase Student Motivation in Grammar Class","authors":"Dea Nabilah, Linda Astrianingsih, Roisu Rusydata Alghifara, S. Maryanti, Ulil Awaliyah","doi":"10.24090/celti.v1.18","DOIUrl":"https://doi.org/10.24090/celti.v1.18","url":null,"abstract":"Newly, during learning and teaching process is nearly related to the using of technology. Moreover, learning style is more oriented and being the primary for students' understanding to the material as well. Furthermore, teachers enhance to design creativity learning by arresting students' motivation and enthusiasm. Mostly, students become bored with the conventional method. Therefore, teachers should be challenged to be more imaginative in modifying learning method. In the case, there are several studies convey that Kahoot being the solution of learning style creativity. Kahoot was a game-based learning platform which commonly used in learning activity especially English learning. The used of Kahoot in learning English showed positive effect such in improving students' motivation. This article showed a literature review about Kahoot used in grammar learning. The research method used in this article was systematic literature review from articles and journals about the use of Kahoot in grammar learning included tenses and Kahoot to improving student’s motivation in learning. According to 55 journals and articles collected period are around 2016 to 2021, we found 20 articles related to this research. The data found showed that the used of Kahoot can improving students' motivation and interest in learning grammar although there was still weakness founded in connection and technique.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122932342","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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