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m .Rumusan masalah dar ipeneilitan i n iadalah bagaimana penggunaan s
e m a
g meningkatkan kesadaran isswa kela s VIIIA SMP Taman Dewasa I P n a a n u g g n e p p a d a h r e t a t r a k a y g o
Y simplepastt ense . n a it il e n e P e d o t e m n a k p a r e n e m i n i n a it il e n e
P TindakanKelas( PTK )yang a y n n e d n o p s e R . s u l k i s a u d i r a d i r i d r e
t adalah 20 orang siswa kela sVIIIA SMP a s a w e D n a m a
T I gP Yo yaka tra tahun ajaran 2012/2013 .Instrumen tpeneilitan u ti a y a t a d h e l o r e p m e m k u t n u n a k a n u g i d g n a
y angket , wawancara , lemba r
p a d a h r e t a w s i s n a r a d a s e k t a k g n it r u k u g n e p r a b m e l , n a g n a p a l n a t a t a c , is a v r e s b o n a a n u g g n e
p simplepastt ensedant e .s l
i s a
H dar i lemba r pengukura n itngka t kesadaran siswa terhadap n a k k u j n u n e m a c a b m e m s e t d n a e s n e t t s a p e l p m i s n a a n u g g n e
p ≥50%dari j umlah
a s a w e D n a m a T P M S A II I V s a l e k i d a w s i
s I P Yogyaka tra cenderung meningkat . a g u j u a j n i n e p a r a p n a d i a r a c n a w a w i d g n a y a w s i s , u ti n i a l e
S memperkua thasi l
t u b e s r e
t .Penggunaan games cenderung dapa tmembantu siswa meningkatkan n a a n u g g n e p p a d a h r e t n a r a d a s e
k simplepastt ensedalam ilngkup yang pertama, s k e t a w h a b i u h a t e g n e
m recoun tmenggunakan bentuksimplepastt ensedan yang ,
a u d e
k meresponpertanyaanguruterhadappenggunaansimplepastt ense. i c n u k a t a
K :games ,simplepastt ense ,awareness ,t hestudent so fclas sVIIIASMP a tr a k a y g o Y n a t a y i w a P u b I a s a w e D n a m a
x i
S T N E M E G D E L W O N K C A
o t s ri
F fall , Isend my deepes tgrattiude to Lord Jesu sChrist fo rHis ,
g n i s s e l b s u o m r o n
e love ,grace ,and guidance my whole l fie ,especially t he itme n
e h w e m it e h t y
b Ihadt oaccomp ilsht hist hesis.
d e v o l e b y m t u o h g u o r h t e fi l y m d e d n u o r r u s e v a h e r a c d n a n o it c e f f a , e v o L
, r e h t a f y m : y li m a
f Willy Siswanto , my mother , Elly Susan it , my brother , a
i c it s u J o e D i n n a v o i
G ,andmy sister ,AngelaGraceAdvenita.I t hank t hemf o r r
e v e n r i e h
t -ending love ,prayer ,suppor tand advice .They wli lalway sbe in my .t
r a e h
m s s e r d d a
I y deepestgrattiudeand honort o mymajo rsponsor ,Chrisitna .
d P . M , . d P . S , i n a y it s i r
K ,fo rhe radvice ,guidance ,suggesiton and paitence rfo e
m du irng the compleiton o fthi sthesis. Ialso thank my academic counselor , .
m u H . M , . d P . S , i r a d n a b a r P h i S a l r a
C dan Drs .Barl iBram ,M .Ed. ,Ph.D.,f o r ri
e h
t guidance,f irendshipandmoitvaitondu irngmystudy.
I also thank the headmaste r o f SMP Taman Dewasa Ibu Pawiyatan ,
a tr a k a y g o
Y KiD sr .Bud iSantoso ,whoha spermitted met oconduc tar esearch . a
m a
I lso grealty i ndebted t o Fen iAstu it ,S.Pd. ,theEngilsh t eacher ,fo rgiving .
s s a l c r e h n i h c r a e s e r e h t t c u d n o c o t e c n a h c e h t e
m My appreciaitonalso goes t o
I I I V f o s t n e d u t s e h
t Ao fSMPTamanDewasaI buPawiyatanYogyaka traint he
r a e Y c i m e d a c A 3 1 0 2 / 2 1 0
2 ,who became the paritcipant so fmy research fo r .
e v it a r e p o o c d n a y l d n e ir f y r e v g n i e b
f
I ee lso badi f Idono thavebestf irend swhohave iflledmy l fiewtihj oy . n w o d m a I r e v e r e h w d n a r e v e n e h w e m d e tr o p p u s e v a h d n a s s e n i p p a h d n
x s
d n e ir f t s e b t s e r a e
d “Ngeroh Aek” ,thank fo r having Lo t o f Laugh (LOL ) .s
t n e m o
m Ialso thank my classmate sin PB I2009 B . Ishould be gratefu lfo r y
l e v o l y m o t e d u ti t a r g t s e p e e d y m s s e r d d a I . e fi l y m n i m e h t g n i v a
h Angela
i r a t s A a y n e
K ,fo rhaving grea texpeirence sand shairng moment sin the mid h
c i h w , t h g i
n becomegian tmoitvaitonfo r ifnishingt hist hesis . Ialsot hankHaifan .
” e lt t a b e h t “ n i e v i v r u s o t w o h e m g n i h c a e t r o f , d a u F
d e v o l e b y m r o f l u f e t a r g y ll a e r m a
I YonathanAb iPutraAriyanto,f o ral l r
o f m i h k n a h t I . r e h t e g o t d e r a h s e v a h e w s t n e m o m y p p a h d n a d a s e h
t hi slove ,
p s e t r o p p u s d n a e c n e it a
p eciallyi n ifnishingmyt hesi .s
e h t m o r f l e g n a e h t s a e m o c e v a h o h w e l p o e p f o l l a k n a h t o t t n a w I , y ll a n i F
e r a c d n a e v o l s y a w l a y e h T . e fi l y m o t n i n e v a e
h aboutme .May God bless t hem
!l l a
i x
T N E T N O C F O E L B A
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e g a P
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T ... i S
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N O I T C U D O R T N I .I R E T P A H
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e l b o r P h c r a e s e R .
B ... 5 n
o it a ti m i L m e l b o r P .
C ... 6 .
D ResearchObjecitve ... 7 s
ti f e n e B h c r a e s e R .
E ... 7 .
F Deifniitono fTerms ... 8
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n e c s e l o d A .
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g n i d a e R .
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t n u o c e R .
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e s n e T t s a P e l p m i S .
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s e n e r a w A .
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s e m a G .
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1 .... .. 5 5
.
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l c y C d n o c e S e h T .
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m u l u c ir r u C 1 .
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3 ... 4 0 t s a P ’ s t n e d u t S 1 .
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t n u o c e R f o e r u t c u rt S e h T 1 .
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i v x
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1 Letter so fPermission ... .... 9 1 2 LessonPlanandTeachingI nsrtument so fCycleOne... 9 4 3 LessonPlanandTeachingI nsrtument so fCycleTwo ... 1 05 4 GameProcedures... 1 16 5 Sampleo fStudents ’Worksheeti nCycleOne... 1 19 6 Sampleo fStudents ’Worksheeti nCycleTwo ... 1 21 7 Sampleo fStudents ’Fina lReadingTesti nCycleOne... 1 23 8 Sampleo fStudents ’Fina lReadingTesti nCycleTwo... 1 27 19 Insrtumen to fMatchingCard sGamei nCycleOne ... 1 31
0
1 Insrtumen tofJ umbledParagraph sGamei nCycleOne... 1 33 1
1 Insrtumen to fMatchingCard sGamei nCycleTwo... 1 53 2
1 Insrtumen tofJ umbledWord sGamei nCycleTwo ... 1 37 3
1 Insrtumen tofJ umbledParagraph sGamei nCycleTwo... 1 40 4
1 Students ’Pas tTenseAwarenes sCheckilsti nCycleOne... 1 42 5
1 Students ’Pas tTenseAwarenes sCheckilstinCycleTwo... 1 47 6
1 ObservaitonCheckils to fCycleOne ... 1 52 7
1 ObservaitonCheckils to fCycleTwo ... 1 57 8
1 FieldNote so fCycleOne... 1 61 9
1 FieldNote so fCycleTwo ... 1 66 0
2 Sampleo fStudents ’Testi nPreilminaryStudy ... 1 71 1
2 QuesitonnarieRawData ... 1 73 2
2 Sampleo fQuesitonnarie... 1 76 3
2 InterviewGuide... 1 79 4
2 InterviewTransc irpt ... 1 82 5
1 I R E T P A H C N O I T C U D O R T N I f o n o it c u d o rt n i e h t s e d i v o r p r e t p a h c s i h
T thi sstudy .In thi schapter , ifve : y l e m a n , d e s s u c s i d e r a s t n i o p t n a tr o p m
i the research background , problem , n o it a l u m r o
f problem ilmtiaiton , research objecitve , research beneftis and .s m r e t f o n o it i n if e d .
A ResearchBackground s i h s il g n
E na internaitonall anguage ,inwhich thestudent sareexpected t o w e r B y b d e tr o p p u s s i t n e m e t a t s s i h T . e g a y lr a e e h t m o r f r e t s a m d n a n r a e
l ster ,Elil s
d r a ri G d n
a (2004) ,whot ell tt ha “pressuret o i nrtoduceealry Engilsh l earningha s b y l g n o rt s m o r f e m o c n e tf
o eileftha thavingEngilsha sat ooltocommunicatewli l , c i m o n o c e n i a g o t s e it i n u tr o p p o e r o m m e h t g n i v i g y b y lt a e r g n e r d li h c r i e h t ti f e n e b s e g a t n a v d a l a n o it a c u d e d n a l a r u tl u
c ” .In ilnewtihthei mpo tranceo fusingEngilsh n o it a c i n u m m o c l a b o l g e h t n
i , Peraturan Menter iPendidikan Na isona lRepubilk 6 0 0 2 n u h a T 2 2 r o m o N a i s e n o d n
I (2006) states tha t Engilsh i s one o f the n i t n r a e l e b o t s a h h c i h w s t c e j b u s y r o s l u p m o
c junio rhigh school .A sa resutl, l o o h c s h g i h r o i n u
j student sare expected to have bette rablitiy to communicate g
n i s
u spoken and w irtten Engilsh in thei r daliy acitviites .Thi s statemen ti s d e l a e v e
r ni thestandardo fcontentint hecurirculum2006(2006) ,whichcties tt ha “Pembelajaran bahasa I nggri sd iSMP/MT sdtiargetkan aga rpeserta didikdapa t
t a k g n it i a p a c n e
i r a h e s h a l a s a m n a k i a s e l e y n e
m -hari” (Peraturan Menter iPendidikan Nasiona l o
N a i s e n o d n I k il b u p e
R . 22Tahun2006 ,2006 .) h
ti w e n il n
I thestandard o fcontent in t hecurirculum 2006, t he t eaching s
s e c o r p g n i n r a e
l in Indonesia requ rie sthestudents t o maste rfou rskills ,namely a
e r , g n i k a e p s , g n i n e t s
il ding and w iritng. Even though the Eng ilsh learner shave n
e e
b taugh tthe knowledgemen tfo rmasteirng those ablitiies ,they also need to s
s e n e r a w a e v a
h o fhaving t heknowledgeso t hat t hey can performt hose skillsi n .
h s il g n E g n i s
u Elil s(1997 in Nurhasanah ,2009 ,) srtengthen sthe impo tran to f g
n i y a s y b s s e n e r a w
a t hat wtihou tawareness l earner swli lno tbe able t o use the .l
li k s e h t m r o f r e p o t e g d e l w o n
k Therefore ,the student sneed to improve thei r .
e g a u g n a l g n i n r a e l n o s s e n e r a w a
n i s s e n e r a w a g n i v a h f o y ti s s e c e n e h
T the learning language also ha san e
h t h ti w p i h s n o it a l e r t n a tr o p m
i students ’mastery in communicaitng wtih spoken T
. h s il g n E n e tt ir w d n
a he student sneedt oknowabou tthebenefti so fusingsimple e
s n e t t s a
p to t el labout theri pas tevents .Swan (1995 )notes t ha tthe simple pas t y
r o t s n i n o m m o c s i e s n e
t -telilng andwhenwearet elilngpeopleabou tpas tevent s .
p
( 417) .Thus ,whenpeoplewantt ot ellt hei rexpe irence sint hepast, theyneedt o .
e t a c i n u m m o c o t e s n e t t s a p e l p m i s e s
u Therefore ,the student sshould improve e
s n e t t s a p e l p m i s g n i s u n o s s e n e r a w a r i e h
t in orde rto be able to tel lthe pas t s
t n e v
e .
b , t c a f n
I ased on the researcher’ sobservaiton in the clas sV A III SMP a
tr a k a y g o Y P I a s a w e D n a m a
T , ti wa s found tha t the student s could no t
h ti w e t a c i n u m m o
e c it c a r p g n i h c a e t r e h d i
d in thi sclass ,she observed tha tthe student sdid not d
n a t s r e d n
u simplepastt ense. Whent her esearche rplannedt ot eacharecountt ext d
n
a er views implepastt enseb irefly,s hef oundt hat t she tudent swereno taware fo g
n i s
u simplepastt enseespecially i nusingV1 i(n ifniitve )and V2 (past )andalso e
c n e r e f fi d e h
t s between regula rverb and riregula rverb in simple pas ttense .
e c n e t n e
s Wherea ,st heEngilsh t eache ro ftheclas sVIIIAt old t her esearche rtha t e
h
t studentsi n et h clas sVIIIA had been t augh ttherecount t ex tand simple pas t e
s n e
t int hepreviou smeeitngs , yetthey werestli lno tawareo fusing simplepas t n
i e s n e
t therecountt ext. Thisf ac twa salsosuppo tred b y ther esu tls oft esti n t he y
d u t s y r a n i m il e r
p , whichhad been donebeforethei mplementaiton (seeappendix )
0
2 .Even t hough thepassing gradeo fEngilsh subjecti n theclas sVIIIAwa s67, ther esutls showedt hatt herewa snos tudentwhopassedt hepassinggrade .
g n it c e lf e
R no thiss tiuaiton,t her esearche rintende dtos olvetheconsidered m
e l b o r
p in which the student slacke d the simple pas ttense awareness .Catre r )
3 0 0 2 , l a t e o h ti l a B n i 4 6 . p , 3 0 0 2
( revealst hatl anguageawarenes sreferst o t he ’
s r e n r a e
l developmen to fan enhanced consciousnes sand sensiitvtiy t o t heform s .
e g a u g n a l f o s n o it c n u f d n
a Therefore, t he researche rconcluded t ha tthestudent s k
c a
l e d simple pas ttense awarenes sbecause they did no tunderstand the form s t
s a p e l p m i s f o e s u e h t d n
a tense .In thi sresearch, the researcher wanted to e
v o r p m
i et h students’ pas ttense awarenes swhich w as appropriate fo rthe clas s I
I I
V A .Based on t hestandard competenceo freading skli lpoin t8 i n et h school -m
u l u c ir r u c d e s a
b (2006 )fo rjunio rhigh school ,the student smus tbe able to d
n e h e r p m o
e v it a r r a
n textst oi nterac twtihsociety .Sincethisr esearchr eferred t o t hesyllabu s d
n
a et h mateirals which had been arranged by the school ,so thi sresearch used a i d e m e h t s a t x e t t n u o c e
r fo rlearning simple pas ttense and measu irng the f o t n e m e v o r p m
i the students ’past t enseawarenes .s Focusi nng o theaim oft hi s h c r a e s e
r and t heoutcomeo fthesitpulatedsyllabus ’goals,t her esearche rreferred n a l p n o s s e l e h
t s ot thebasiccompetence4.1 .Thi sbasiccompetencerequries the d n o p s e r o t e l b a e b o t s t n e d u t
s tothemeaningandthegenera lsrtucturei nas imple a t p e c c a d n a , y lt n e u lf , y l e t a r u c c a t x e t t r o h
s ble to interac t wtih the closes t n i t n e m n o ri v n
e theformofr ecountt exts (PeraturanMenter iPendidikanNasiona l o N a i s e n o d n I k il b u p e
R . 22Tahun2006 ,2006). m e l b o r p e h t n o d e s a
B ,the researcher dh a considered a soluiton for the f o s t n e d u t
s the clas sVIIIA SMP Taman Dewasa IP Yogyakarta .Whlie the g n i h c a e t e h t d i d r e h c r a e s e
r -learningprocessi nt hi sclass ,shef etlt hatt hestudent s e
m a c e
b bored easliy .They did no t ilke learning Engilsh by ilstening to the ,t x e t a g n i d a e r , n o it a n a l p x e s ’ r e h c a e
t ro doing some worksheets , etc . The t a h t d e d u l c n o c r e h c r a e s e
r thestudent sdid no t il keamonotonou sstiuaiton which e b m e h t e d a
m come passive ,such a s ilstening to the teacher’ sexplanaiton and s s e c o r p g n i n r a e l e l o h w e h t r o f k s a t g n i o
d .They ilked t o beacitveand did some s e it i v it c a g n it c a rt t
a so tha tthey would paritcipate the teaching-learning proces s y ll a c it s a i s u h t n
e .Beside ,si twa sassumedt hatt hestudent scould no tpay atteniton e r e w y e h t e s u a c e b r e h c a e t e h t o t d n a n o s s e l e h t o
t no tmoitvatedandi nterested i n g n i n r a e l g n i h c a e t e h t d i d r e h c r a e s e r e h t n e h w d e r u t p a c s a w t c a f s i h T . t c e j b u s s i h t o r
s i e l p i c n ir p n i a m e h t t a h t s e n if e d h c i h w t n e m e t a t s ) 3 0 0
2 t tha most l earnersl earn
d n a y g r e n e t s e v n i y l g n il li w y e h t n e h w d n a , d e g a g n e y l e v it c e f f a t s li h w t s e b
n o d e s a B . s s e c o r p g n i n r a e l e h t n i n o it n e tt
a h isstatemen,tt her esearche rchosethe e
u q i n h c e t e m a
g expectedt oatrtac tthestudents’attenitoni nt hel earningprocess . g
A amei s‘ anyf un acitv tiy whichgive syoungl earnerst heoppo trun tiy t o d
n a d e x a l e r a n i e g a u g n a l n g i e r o f e h t e c it c a r
p anenjoybleaway’( Maritn ,1995 ,p . t
e d r a ri G n i
1 a.l ,2004 .) From t hestatement ,theresearche rconsidere d thatt hi s e
u q i n h c e
t i sappropr ai te fo rthe paritcipant sin t hi sresearch .Lie r(1996 )claim s t
a h
t learners( o fal lages )arenaturallycu irous ,seekopitma lchallenge sandenjoy r
i e h t e r u t p a c t a h t s e it i v it c a e h
t atten iton . eTh refore, t he researche rconsiderst ha t b
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t et h students ’atteniton to be more acitve in joining the g
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V SMPTamanDewasaI PYogyaka tra ont hei rpastt enseawareness. s
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n i v r e s b o y b s s e n e r a w a e s n e t t s a p ’ s t n e d u t s e h t d e r u s a e
m the students ’
f o s t n e n o p m o c e h t n o d e s a b s e c n a m r o f r e
p the students’ pas ttense awarenes s .
r e h c r a e s e r e h t y b d e r a p e r p n e e b d a h h c i h w , t s il k c e h c
f o e s u e h
T game sis implemented to overcome the problem .The game s t
s i s n o c e u q i n h c e
t s fo threecombinaiton so fgames ,namely‘ matchingcardgame’ , ‘jumbled words game ’and ‘jumbled paragraphs game’ .Those kind so fgame s
e v a
h eachf uncitonandgoal .Frist ,t mhe atchingcardgameaims fori mproving the d
n a r a l u g e r e h t d n a 2 V d n a 1 V n o y r e t s a m y r a l u b a c o v ’ s t n e d u t
s the riregula rverb .
, d n o c e
S t jhe umbled word sgame aims to easethestudentsi n understanding and g
n i s
u thepattern o fsimplepastt ense .Moreover ,thejumbled paragraphs gameis r
o f d e n g i s e
d et h student s to learn recoun ttext by arranging some jumbled .s
h p a r g a r a
p B irefly ,the researche r ilmtis thi sresearch to the use of game sto e
h t e v o r p m
.
D ResearchObjecitve e
h
T researche rconducted thi sclassroom aciton research to propose how e
v o r p m i s e m a g g n i s
u s the students ’pas ttense awarenes so fthe class VIIIA o f I
a s a w e D n a m a T P M
S b Pu awiyatanYogyakarta..
.
E ResearchBeneftis
e v i g o t d e t c e p x e s i h c r a e s e r s i h
T somebenefti stotheEngilsht eachers ,the f
o s t n e d u t
s SMP Taman Dewasa I P Yogyakarta ,and t hefutureresearchers .Frist , thi sclassroom aciton research i sexpected to give some benefti sf orthe Engilsh
r e h c a e
t s in SMP Taman Dewasa IP Yogyakarta in orde r t o improve thei r .
h s il g n E g n i h c a e t n i e u q i n h c e
t By doing so ,the Engilsh teachers can help thei r s
t n e d u t
s ot improve thepastt enseawarenessin ordert o masterthef ou rskill so f e
h
t learning Engilsh .Second ,by implemenitng game sin the Engilsh teaching -e
b l li w t i t a h t s t c e p x e r e h c r a e s e r e h t ,s s e c o r p g n i n r a e
l beneifcialfort hes tudentst o r
i e h t e v o r p m
i pas ttense awarenes swhich eventually increase thei racademic t
n e m e v e i h c
a ont hefours kill sablitiy .Th rid ,thi sresearchi sexpectedtoen irchthe e
r u t u
f researchers ’knowledgeo fusing t hegames ot invesitgatethist opicfu trher. e
p o h r e h c r a e s e r e h
T s t hat they can design the mateiral sfor et h eighth grade f
o s t n e d u t
s junio rhighschoo lwhichcontainsomei nteresitnggamesi ni mproving e
h
.
F Deifni itono fTerms
s i h t g n i s s u c s i d n i g n i d n a t s r e d n u s i m d n a n o it p e c n o c s i m d i o v a o t r e d r o n I
h c r a e s e r e h t , h c r a e s e
r e rwli lde ifnet hef ollowingt erm .s .
1 Games
H d n a s i w e L , n w o r
B arcleroad (1977 , p . 292 )deifne tha t game i sa t c a r e t n i s t n e d u t s e r o m r o o w t h c i h w n i y a l p r o f s e l u r f o t e s h ti w y ti v it c a d e r u t c u rt s
f o m r e t e h t , y d u t s s i h t n I . s e v it c e j b o l a n o it c u rt s n i d e t a n g i s e d y lr a e l c h c a e r o t
s i s e m a
g deifned sa an acitvtiy which si no tonly askingthestudentst o havef un , t
u
b a lso atrtacti ng the student sto have atteniton to the lesson wtihou tmaking .
d e r o b l e e f m e h t
.
2 RecountTexts
e h t n i d e n e p p a h t a h t t n e v e n a f o g n it a l e r n e tt ir w d n a n e k o p s a s i t n u o c e r A ( t s a
p Doyle ,P.G. ,C .C .M .Goh ,& L .J .Zhang
