Pub Date : 2022-07-29DOI: 10.37058/jelita.v1i2.4451
Ridha Rifa'atus Sya'adah, R. Rahmat, Neni Marlina
The research in flipped classroom is gaining popularity across countries. However, there is very limited research that describes how to implement flipped classroom method in learning. This study aims to describe how to implement the flipped classroom in TELL classes. The research design of this study is case study. Then, the technique of collecting the data through email interviews. After that, the data was analysed by thematic analysis. As the result of this analysis, it was found that the implementation of flipped classroom is divided into three stages such as pre-class activities of flipped classroom, while class activities of flipped classroom, and post-class activities of flipped classroom. Moreover, while implementing flipped classroom there are such challenges that arise and how to overcome them. Key Words: Flipped Classroom, EFL, Bloom’s Taxonomy, Mastery Learning, Constructivism
{"title":"Employing Flipped Classroom: A Case Study in Indonesian EFL University Context","authors":"Ridha Rifa'atus Sya'adah, R. Rahmat, Neni Marlina","doi":"10.37058/jelita.v1i2.4451","DOIUrl":"https://doi.org/10.37058/jelita.v1i2.4451","url":null,"abstract":"The research in flipped classroom is gaining popularity across countries. However, there is very limited research that describes how to implement flipped classroom method in learning. This study aims to describe how to implement the flipped classroom in TELL classes. The research design of this study is case study. Then, the technique of collecting the data through email interviews. After that, the data was analysed by thematic analysis. As the result of this analysis, it was found that the implementation of flipped classroom is divided into three stages such as pre-class activities of flipped classroom, while class activities of flipped classroom, and post-class activities of flipped classroom. Moreover, while implementing flipped classroom there are such challenges that arise and how to overcome them. \u0000 \u0000Key Words: Flipped Classroom, EFL, Bloom’s Taxonomy, Mastery Learning, Constructivism","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114242569","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 : 2022-07-29DOI: 10.37058/jelita.v1i2.4761
Achmad Hendy Pratama, Metty Agustine Primary, N. Dewi
The COVID-19 pandemic has forced all sectors to stop their activities. As a result of this, learning activities were suddenly changed to online methods. Seeing the phenomena that occur around researchers, the decreasing of students' motivation during online English learning can be a serious matter. If the demotivating factor cannot be known, it will be difficult for the teacher to overcome it. To fill this gap, the researcher intends to look for the factors that cause demotivation in students during online English learning. An exploratory case study was employed as the research design and semi-structured interviews were selected as the data collection technique. The data were analyzed using thematic analysis based on demotivating factors (learning contents and materials, teachers’ competence and teaching styles, inadequate school facilities, and lack of intrinsic motivation). Research reveals that there are two major factors of demotivation experienced by students: (1) internal factors; (2) external factors. Internal factors consist of lack of interest; undirected study goals; negative habits, and external factors consisting of surrounding elements; teaching style; teaching materials and teaching content; learning facilities; sudden transition. In conclusion, the teaching and learning practices should encourage students to have positive experiences and not demotivate them in learning English such as using interesting online tasks.
{"title":"Demotivated Students during Online English Learning in Covid-19 Pandemic: Voices from Indonesian Students","authors":"Achmad Hendy Pratama, Metty Agustine Primary, N. Dewi","doi":"10.37058/jelita.v1i2.4761","DOIUrl":"https://doi.org/10.37058/jelita.v1i2.4761","url":null,"abstract":"The COVID-19 pandemic has forced all sectors to stop their activities. As a result of this, learning activities were suddenly changed to online methods. Seeing the phenomena that occur around researchers, the decreasing of students' motivation during online English learning can be a serious matter. If the demotivating factor cannot be known, it will be difficult for the teacher to overcome it. To fill this gap, the researcher intends to look for the factors that cause demotivation in students during online English learning. An exploratory case study was employed as the research design and semi-structured interviews were selected as the data collection technique. The data were analyzed using thematic analysis based on demotivating factors (learning contents and materials, teachers’ competence and teaching styles, inadequate school facilities, and lack of intrinsic motivation). Research reveals that there are two major factors of demotivation experienced by students: (1) internal factors; (2) external factors. Internal factors consist of lack of interest; undirected study goals; negative habits, and external factors consisting of surrounding elements; teaching style; teaching materials and teaching content; learning facilities; sudden transition. In conclusion, the teaching and learning practices should encourage students to have positive experiences and not demotivate them in learning English such as using interesting online tasks.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134160981","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 : 2022-01-26DOI: 10.37058/jelita.v1i1.4308
Claerchille Jhulia C. Robin
This paper addresses the perspective of ESL learners towards pronunciation instruction. It sought to discover how these learners view their speech classes in terms of course design, the language of instruction, preferred learning and teaching style, and their preferred type of feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English who answered a survey questionnaire and underwent an interview. The data from the survey were tabulated using frequency count and the data from the interview were then categorized, transcribed and analysed. Results showed that ESL learners are informed with their course design and they are open to providing suggestions on how the course could be improved. They favour English as the main mode of instruction, with code-switching as a welcome technique in the classroom. They are attuned to their learning style, mixing several styles. They prefer to be taught theory before practice and favour immediate corrective feedback.Keywords: Course design; ESL; feedback; learner perspective; learning and teaching style; pronunciation instruction.
{"title":"To Say or Not To Say: ESL Learners’ Perspective towards Pronunciation Instruction","authors":"Claerchille Jhulia C. Robin","doi":"10.37058/jelita.v1i1.4308","DOIUrl":"https://doi.org/10.37058/jelita.v1i1.4308","url":null,"abstract":"This paper addresses the perspective of ESL learners towards pronunciation instruction. It sought to discover how these learners view their speech classes in terms of course design, the language of instruction, preferred learning and teaching style, and their preferred type of feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English who answered a survey questionnaire and underwent an interview. The data from the survey were tabulated using frequency count and the data from the interview were then categorized, transcribed and analysed. Results showed that ESL learners are informed with their course design and they are open to providing suggestions on how the course could be improved. They favour English as the main mode of instruction, with code-switching as a welcome technique in the classroom. They are attuned to their learning style, mixing several styles. They prefer to be taught theory before practice and favour immediate corrective feedback.Keywords: Course design; ESL; feedback; learner perspective; learning and teaching style; pronunciation instruction.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"510 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123402559","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 : 2022-01-26DOI: 10.37058/jelita.v1i1.3940
A. Alek, Abdul Gafur Marzuki, Didin Nuruddin Hidayat, Fahmi Fauzji
Scholars and practitioners should be aware that writing a good and eye-catching abstract is significant but tough work. Scholars and researchers are challenged to produce an informative and persuasive abstract to be accepted then published in either national or international publication and they should know the current characteristics of abstracts written by the students or apprentice writers. The study aims at examining the comparison of discourse structure and linguistic features between English abstracts of research articles by Indonesian researchers and English abstracts of the thesis by Indonesian scholars. The corpus data were taken from 10 research articles abstracts of Indonesian researchers concerning English education published in ERIC and 10 thesis abstracts of the graduate program of English Education in UIN Syarif Hidayatullah Jakarta. Thus, a genre-based analysis proposed by Bhatia’s move structure and Swales’ and Feak’s move structure will be used to investigate the discourse structure and Paltridge starfields will be used to investigate linguistic features. The results indicated that 60% of abstracts published in the international journal were organized well while 40% of thesis abstracts were not organized well. Furthermore, past tenses were frequently used in both article abstracts and thesis abstracts in terms of aim, method, and result move. While present tense was still used in aim and result move in article abstracts. In conclusion, most abstracts published in international publications used well organizational move. While most abstracts published in local ones are not used well organizational move.Keywords: Discourse structure; linguistic features; research article abstracts; rhetorical move; thesis abstracts.
{"title":"The Discourse Structure and Linguistic Features of Research Articles and Thesis Abstracts in English by Indonesian Academics","authors":"A. Alek, Abdul Gafur Marzuki, Didin Nuruddin Hidayat, Fahmi Fauzji","doi":"10.37058/jelita.v1i1.3940","DOIUrl":"https://doi.org/10.37058/jelita.v1i1.3940","url":null,"abstract":"Scholars and practitioners should be aware that writing a good and eye-catching abstract is significant but tough work. Scholars and researchers are challenged to produce an informative and persuasive abstract to be accepted then published in either national or international publication and they should know the current characteristics of abstracts written by the students or apprentice writers. The study aims at examining the comparison of discourse structure and linguistic features between English abstracts of research articles by Indonesian researchers and English abstracts of the thesis by Indonesian scholars. The corpus data were taken from 10 research articles abstracts of Indonesian researchers concerning English education published in ERIC and 10 thesis abstracts of the graduate program of English Education in UIN Syarif Hidayatullah Jakarta. Thus, a genre-based analysis proposed by Bhatia’s move structure and Swales’ and Feak’s move structure will be used to investigate the discourse structure and Paltridge starfields will be used to investigate linguistic features. The results indicated that 60% of abstracts published in the international journal were organized well while 40% of thesis abstracts were not organized well. Furthermore, past tenses were frequently used in both article abstracts and thesis abstracts in terms of aim, method, and result move. While present tense was still used in aim and result move in article abstracts. In conclusion, most abstracts published in international publications used well organizational move. While most abstracts published in local ones are not used well organizational move.Keywords: Discourse structure; linguistic features; research article abstracts; rhetorical move; thesis abstracts.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116963578","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 : 2022-01-26DOI: 10.37058/jelita.v1i1.4443
R. Ranjit
The study was conducted to explore Secondary level English teachers’ classroom challenges in the government schools of remote Nepal. The purpose of the study was to identify classroom challenges of English teachers at the secondary level and analyze how the factors affect English Language Teaching in the classroom. Twenty English teachers responded to the questionnaire, four were selected for the interview and five agreed to participate in focus group discussion. The main findings of the study were; the teachers do not understand students’ local language, overcrowded classrooms, students’ mostly use their native language to communicate, limited lesson hours, students’ poor linguistic background and poor classroom condition. The most interesting finding is that none of the teachers was English graduates. They were from other streams like Major Nepali, Math, Commerce etc. Learning and applying various teaching methods and classroom management techniques, matching students’ linguistic level and the learning situation, making use of time, and self-reflection can help tackle English teachers’ challenges.Keywords: Challenges; English teachers; Government School; Remote; Secondary level.
{"title":"Classroom Challenges of Secondary Level English Teachers at Remote Government Schools in Nepal","authors":"R. Ranjit","doi":"10.37058/jelita.v1i1.4443","DOIUrl":"https://doi.org/10.37058/jelita.v1i1.4443","url":null,"abstract":"The study was conducted to explore Secondary level English teachers’ classroom challenges in the government schools of remote Nepal. The purpose of the study was to identify classroom challenges of English teachers at the secondary level and analyze how the factors affect English Language Teaching in the classroom. Twenty English teachers responded to the questionnaire, four were selected for the interview and five agreed to participate in focus group discussion. The main findings of the study were; the teachers do not understand students’ local language, overcrowded classrooms, students’ mostly use their native language to communicate, limited lesson hours, students’ poor linguistic background and poor classroom condition. The most interesting finding is that none of the teachers was English graduates. They were from other streams like Major Nepali, Math, Commerce etc. Learning and applying various teaching methods and classroom management techniques, matching students’ linguistic level and the learning situation, making use of time, and self-reflection can help tackle English teachers’ challenges.Keywords: Challenges; English teachers; Government School; Remote; Secondary level.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114636177","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 : 2022-01-25DOI: 10.37058/jelita.v1i1.4283
Jacqueline I. Espina
This is a case study involving twenty-six (26) freshman Bachelor of Science in Social Work students of Leyte Normal University who are taking Purposive Communication in Semester 2, SY 2019-2020 as its subject. Based on the teacher-researchers observation and result of informal interviews with the students, they were generally quiet and seldom or never asked critical questions during class discussions because they were shy and did not know what questions to ask. It explored the effectiveness of Verderber, et.al.’s critical evaluation and questioning techniques in enhancing critical evaluation and questioning behaviour or performance of the students, as well as its other positive impacts on them as students. The researcher has not encountered any studies that specifically utilized the said techniques. The intervention had positive results. Based on the students’ responses, their critical questioning behaviour or performance was improved in the sense that they learned to ask questions for clarification, to express contradiction or opposition, and to test the credibility of information and validity of the speaker’s contention. It also helped them transform into active learners, confident speakers, and critical thinkers. Hence, teaching students’ critical evaluation and questioning techniques can enhance their critical thinking skills and increase their engagement as well.Keywords: Critical thinking; Critical evaluation; Questioning techniques.
{"title":"The Effectiveness of Critical Evaluation and Questioning Techniques to Increase Students’ Critical Thinking Skill: A Case Study","authors":"Jacqueline I. Espina","doi":"10.37058/jelita.v1i1.4283","DOIUrl":"https://doi.org/10.37058/jelita.v1i1.4283","url":null,"abstract":"This is a case study involving twenty-six (26) freshman Bachelor of Science in Social Work students of Leyte Normal University who are taking Purposive Communication in Semester 2, SY 2019-2020 as its subject. Based on the teacher-researchers observation and result of informal interviews with the students, they were generally quiet and seldom or never asked critical questions during class discussions because they were shy and did not know what questions to ask. It explored the effectiveness of Verderber, et.al.’s critical evaluation and questioning techniques in enhancing critical evaluation and questioning behaviour or performance of the students, as well as its other positive impacts on them as students. The researcher has not encountered any studies that specifically utilized the said techniques. The intervention had positive results. Based on the students’ responses, their critical questioning behaviour or performance was improved in the sense that they learned to ask questions for clarification, to express contradiction or opposition, and to test the credibility of information and validity of the speaker’s contention. It also helped them transform into active learners, confident speakers, and critical thinkers. Hence, teaching students’ critical evaluation and questioning techniques can enhance their critical thinking skills and increase their engagement as well.Keywords: Critical thinking; Critical evaluation; Questioning techniques.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116166475","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 : 2022-01-24DOI: 10.37058/jelita.v1i1.4446
Y. Supriadi, Ratu Sarah Pujasari, R Kayumov Ruslan
This study aims to investigate how teachers portray their digital identity towards their professionalism as a teacher which is manifested online. This descriptive case study involved four participants who were in-service English teachers from four schools in Tasikmalaya, West Java, Indonesia. The data were collected by conducting a semi-structured interview, after that, the data were analyzed by using Thematic Analysis (TA) based on Braun and Clarke framework analysis. Based on the results of the analysis, this case study produced three general aspects, namely social media preferences, teachers' participation in professional development, and teachers' unfamiliarity with digital identity. The findings of this study explain how English teachers describe their digital identity towards their current e-professionalism. Therefore, the results of this study provide empirical evidence and become a reference for other English teachers about the benefits of digital identity management that will help them improve their professional reputation in an online setting.Keywords: Digital literacy; digital identity; e-professionalism; online identity; teacher’s e-professionalism.
{"title":"Teachers’ Digital Identity Management towards Their Current e-Professionalism: A Case in Indonesian EFL Context","authors":"Y. Supriadi, Ratu Sarah Pujasari, R Kayumov Ruslan","doi":"10.37058/jelita.v1i1.4446","DOIUrl":"https://doi.org/10.37058/jelita.v1i1.4446","url":null,"abstract":"This study aims to investigate how teachers portray their digital identity towards their professionalism as a teacher which is manifested online. This descriptive case study involved four participants who were in-service English teachers from four schools in Tasikmalaya, West Java, Indonesia. The data were collected by conducting a semi-structured interview, after that, the data were analyzed by using Thematic Analysis (TA) based on Braun and Clarke framework analysis. Based on the results of the analysis, this case study produced three general aspects, namely social media preferences, teachers' participation in professional development, and teachers' unfamiliarity with digital identity. The findings of this study explain how English teachers describe their digital identity towards their current e-professionalism. Therefore, the results of this study provide empirical evidence and become a reference for other English teachers about the benefits of digital identity management that will help them improve their professional reputation in an online setting.Keywords: Digital literacy; digital identity; e-professionalism; online identity; teacher’s e-professionalism.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129662055","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 goal of this study was to identify the English vocabulary requirements for agriculture students. The purpose of this study is to find out what students think about the importance of English vocabulary for agriculture students. The qualitative case study design was used in this investigation. This study was undertaken at a Tasikmalaya vocational school with a horticulture major. The researchers employed an open-ended questionnaire to collect data from twenty-one participants, including one English teacher and twenty agricultural students in the horticulture major. The researcher evaluated and interpreted the results of the open-ended questionnaire. When conducting analysis, the researcher assigns a code to each participant's response, organizes the data, and finally obtains the questionnaire's conclusion. The findings of an open-ended questionnaire based on students’ perceptions revealed that agricultural vocabulary is important for some areas, such as English for agriculturists, animal breeders, and in some fields of agriculture, such as cultivating the plants, care the plants, agricultural equipment, or scientific names of plants because learning English vocabulary can increase students' knowledge, particularly specific vocabulary, as well as learning English vocabulary for ag. Finally, the researchers make recommendations on how to better meet the demands of vocational students, particularly in terms of the English vocabulary required of agriculture students.Keywords: English for Specific Purposes; English Vocabulary; Voicing; Students’ Need; Vocational High School.
{"title":"Voicing The Students’ Need of English Vocabulary English for Specific Purposes in Vocational High School","authors":"Dwi Siska Maulani, Lilies Youlia Friatin, Etika - Rachmawati","doi":"10.37058/jelita.v1i1.4440","DOIUrl":"https://doi.org/10.37058/jelita.v1i1.4440","url":null,"abstract":"The goal of this study was to identify the English vocabulary requirements for agriculture students. The purpose of this study is to find out what students think about the importance of English vocabulary for agriculture students. The qualitative case study design was used in this investigation. This study was undertaken at a Tasikmalaya vocational school with a horticulture major. The researchers employed an open-ended questionnaire to collect data from twenty-one participants, including one English teacher and twenty agricultural students in the horticulture major. The researcher evaluated and interpreted the results of the open-ended questionnaire. When conducting analysis, the researcher assigns a code to each participant's response, organizes the data, and finally obtains the questionnaire's conclusion. The findings of an open-ended questionnaire based on students’ perceptions revealed that agricultural vocabulary is important for some areas, such as English for agriculturists, animal breeders, and in some fields of agriculture, such as cultivating the plants, care the plants, agricultural equipment, or scientific names of plants because learning English vocabulary can increase students' knowledge, particularly specific vocabulary, as well as learning English vocabulary for ag. Finally, the researchers make recommendations on how to better meet the demands of vocational students, particularly in terms of the English vocabulary required of agriculture students.Keywords: English for Specific Purposes; English Vocabulary; Voicing; Students’ Need; Vocational High School.","PeriodicalId":423080,"journal":{"name":"JELITA: Journal of Education, Language Innovation, and Applied Linguistics","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133984464","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：