ONLINE REAL-LIFE SITUATION QUESTIONNAIRES TO DEVELOP TOP-DOWN READING SKILL

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TOP-DOWN READING SKILL TOP-DOWN READING SKILL

Erni Adelina

Teaching and Learning Program, College of Education and Human Ecology, The Ohio State University, [email protected]

Peny Meliaty Hutabarat

Broadcasting Study Program, Vocational Education Program Universitas Indonesia, [email protected]

Follow this and additional works at: https://scholarhub.ui.ac.id/jvi Recommended Citation

Recommended Citation

Adelina, Erni and Hutabarat, Peny Meliaty (2023) "ONLINE REAL-LIFE SITUATION QUESTIONNAIRES TO DEVELOP TOP-DOWN READING SKILL," Jurnal Vokasi Indonesia: Vol. 11: No. 1, Article 8.

Available at: https://scholarhub.ui.ac.id/jvi/vol11/iss1/8

This Article is brought to you for free and open access by the Vocational Education Program at UI Scholars Hub. It has been accepted for inclusion in Jurnal Vokasi Indonesia by an authorized editor of UI Scholars Hub.

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ONLINE REAL-LIFE SITUATION QUESTIONNAIRES TO DEVELOP TOP-DOWN READING SKILL

Erni Adelina¹, Peny Meliaty Hutabarat²

1Teaching and Learning Program, College of Education and Human Ecology, The Ohio State University

2Broadcasting Study Program, Vocational Education Program Universitas Indonesia Corresponding Author’s Email: [email protected]

ABSTRACT

The top-down reading approach is generally applied in upper-intermediate to advanced ESL classes. The approach is thought to be too overwhelming for students who are at pre-intermediate, intermediate, or even beginner levels.

Instructors may think that involving students’ background information or past knowledge in a passage topic will be burdensome for ESL students in a lower-level class. As a matter of fact, many students in any level of English class were experiencing or questioning the same issues in their routines. Separating students’ past knowledge from reading activity is impossible. This study was conducted to find out students’ past experience or prior knowledge on one issue and observe whether the reading passage might change or strengthen their ideas toward something they had in mind before the reading by filling out online pre- and post-questionnaires. The reading passage also contains follow-up questions as tools for students to measure their comprehension. The results of this study have shown that there are tendencies to alter ideas after the reading activity, based on post-activity questionnaires. In addition, performing the questions from the passage has provided information on students’ satisfying results in comprehension by calculating how many questions they answered correctly.

Keywords: top-down reading approach, online pre- and post-questionnaires, past knowledge, readjustment of past ideas, pre-intermediate-intermediate ESL students.

1. INTRODUCTION

A number of events are happening in the world todays have led teenagers to experience unusual growing phases in their lives. They have to deal with the conditions which they need to adjust with disruptions in their physical and mental lives such as the pandemic era, digital advancement that set their lifestyles far apart from the previous generations as they miss out person to person interactions through undergoing virtual school. To add, most of the time parents are absent physically and mentally to assist them to piece together events that have been taking place in the world currently.

These students are most likely left wondering without explanation.

School is an institution besides home responsible to provide students with knowledge and psychological supports to help them make sense of the world. Teachers or instructors are expected to produce lessons that will connect the students to realities, without neglecting education itself in obtaining skills. One method of the lesson deliveries being performed at school or study institution is reading. Reading can become a channel to form understanding and build arguments (Roberts and Roberts, 2008, p. 125). Reading functions to obtain

visual information from a piece of reading material and to gain meaning or thorough understanding from the texts written in it (Rayner, K., et al., 2012).

Referring to the two leverages of reading; it is proper to treat reading activity as a tool to open or alter a perspective.

2. LITERATURE REVIEW

The top-down reading approach is mainly aimed at advanced readers and is an approach to processing texts that involves readers’ past knowledge. Teachers or instructors are in a position to help students clarify the uncertain message or information within reading materials which relates to real-life events and build connections to their prior knowledge. They can facilitate students to establish platform to encourage students to exchange ideas and knowledge they have among peers online or onsite.

The top-down reading approach or model is applying reading skills such as text prediction, goal establishment, self-monitoring (Block, 1986, as cited in Suraprajit, P, 2019, p. 455). Those who harness this approach will precede with assumptions of what reading topic is about, goals they set before the reading activity, and self-check whether lists they

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66 established are matched with what is presented in the reading passage.

Therefore, the top-down reading skill is typically mastered by high level English learners or they who well-experienced in English environment.

This approach is also called an interactive approach (Abraham, P, 2002, p.6). Readers establish intra- personal communication with texts.

The opposite of a top-down approach is a bottom-up approach. This method is used when a reader attempts to comprehend a text by gathering linguistic elements from the reading passage in order to construct a comprehensive understanding of the text. The elements can be vocabulary, punctuation, syntax, and tone—all elements that aid them in understanding the text. In the second approach, readers seemingly do not involve their prior knowledge, assumptions as they are perceived to have no background knowledge about the text or passage. The bottom-up approach will benefit from individual clues within a text (word-by-word, sentence-by-sentence, etc.). It relies on linguistic clues to build literal comprehension of a reading text.

(Swaffer, Arans, and Byrnes as cited in, Fatemi, A.

H., et al., 2014, p. 687).

Then the question now is how to assist pre- intermediate-intermediate ESL learners to connect their readings to what is occurring in the world nowadays and to what they have experienced, in objectives that they can help them comprehend texts beyond just relying on technical elements (vocabularies, pronunciations, etc.). According to Abraham (2001, p.1), teachers place a high value on technical aspects of reading texts (vocabularies, pronunciations, phonics, etc.), but fail to engage emerging readers in making sense of the information in the texts. The teachers strategize to scaffold from the bottom target to the top one. Not often, they finally miss out the main goal that is to obtain understanding of the text as they aim much at technical targets (understanding vocabularies, pronunciations, tones, etc).

To achieve comprehension in reading, linguistic elements in text, background knowledge of readers, skills, and conditions are incorporated in order to process and form an understanding of the text. Thus, this study tries to address how to make use of a top-down approach in reading for pre- intermediate to intermediate English learners, involving real-life questionnaires in order to alter, strengthen, or challenge students’ past knowledge to a new or more knowledgeable perspective based on

the reading material, and investigate how effective this approach is in assisting these learners in gaining comprehension and technical English knowledge.

2.1 Today’s Classroom Characteristics

Post Covid-19 pandemic has reiterated teaching and learning in classroom set. Now that people account for a distance-learning style more than they did few years back prior to the Covid pandemic era. One benefit in conducting online classroom is that students can access their computers to study anywhere they feel most convenient at, be more private and self-reflective as they will learn by themselves in general. Cole emphasized that online learning gives participants freedom of time and space (as cited in Ally, 2004. P. 16).

Ally also mentions in her book that another benefit of the online classroom is the use of the internet to get access to learning materials, to have interactions with content, instructors, or other learners, to obtain supports during the process of learning, to gain knowledge, to shape personal meaning, and to become more mature through learning experiences (2004, p. 17). An online space can also be private for them to express their personalities and emotional states when they are not shared publicly.

Despite the fact that all students are not physically present at the same location, they can still contribute their ideas and opinions to be presented in an online platform via completed questionnaires.

Mostly in the case of reading, when interaction with content or text is necessary as it is the main source of the lesson.

2.2 Study Questions

Reading is an activity to understand words and achieve comprehension (Pang, et. al., 2003).

Understanding words is to recognize texts or elements in the reading passage; then, to make sense information by connecting sentences, referring to background information, past-knowledge, and other factors to scaffold meanings or obtain comprehension. There are approaches in reading; one is top-down approach that engages background knowledge later students aim to recognize the element of the English language. The other is bottom- up approach that is when students are given details about reading passage (vocabulary meaning, syntax structures or linguistic elements) and build up to

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67 make a whole textual understanding to achieve a reading comprehension.

In top-down reading approach students will be guided to convey their own background information, feeling, personal experience to perceive texts before conducting the reading itself. This means the approach is not simply drawing out meaning from a text, but involving a phase of linking information within the text to what readers have known, experienced to the main reading activity. This can be effective during a reading activity as their personal- self being put into account. They can conduct a self- reflection process while and after performing a reading. According to Abraham, top- down approach is a more active process (2002). Teachers involve the students’ background information, knowledge, perspectives in reading activities. This approach also can make them feel connected personally to the text.

Specifically in reading subject, online created questionnaires can be applied before and after the main reading activity. The technique of the study are to integrate students’ perceptions with the technical goal in English reading lesson. The questions of study will be:

1. Will there be a change in students’ perspective on how to look at the situation after reading activity?

2. How much do students gain reading comprehension after the reading activity?

3. ONLINE TOP-DOWN READING ACTIVITIES The changing situations have altered the nature of literacy that it is necessary to come up with new comprehension skills, strategies, and dispositions (Coiro and Dobler, 2007, p. 217). One of the strategies is to interactively engage pre- intermediate to intermediate ESL also 18-19 years of age students with virtual pre and post questions in reading activities. The desired outcomes are that students not only develop their top-down skill in reading (making meaning, connecting and understanding the current situations to their life context, etc.), but also these questions become platform for them to build critical thinking, then follow-up questions right after the reading activity simultaneously level up their technical skills in English language; thus, they will achieve a reading comprehension (meaning-making and linguistic elements).

Utilizing online pre and post reading questions about ongoing events in the world, asking

the students in the questionnaires, for example, how they might think and understand about the origins, causes, behaviors, what are their points of view on an occurring event, can create a sense of purpose on why they are reading a text in the first place. This purpose serves interest in understanding the whole idea of reading materials and going beyond that; it will promote curiosity, build up interest, increase reading speed, form additional critical questions, and else; at the same time develop their ability in bottom-up reading strategy (language elements/technicalities).

It is supported by Hudson questioning strategies in reading activity can improve students’

reading comprehension (as cited in Sunggingwati &

Nguyen, 2013). Furthermore, according to Good &

Brophy, asking question inside a reading activity can be used to readjust background knowledge, construct concepts, and cross-check reasons (as cited in Sunggingwati & Nguyen, 2013).

Online pre and post reading activity questionnaires potentially boost their engagement during virtual class. Parsons, J, et.al., (2011) mentions that student engagement has main focuses on achievement, positive behaviors, and bonding with students’ social environment. Questionnaires are not to be made complex, but as effective and simple as they will not get burdened by them. Parsons adds both in-person and virtual interactions in respectful relationship manner improve students’ engagement (2011, pp.4,8).

Questionnaires have to relate to current situations or issues that mostly connect with their interests or lives as well as reading passages. As they will answer the online short pre- questionnaires, they will then have to reflect later on through the online post reading activity questionnaires.

4. METHODOLOGY

Young adults are in the process of discovering themselves and their places in the world. The search mostly impacts them, and people who fall into the range of age categories of young adulthood (18–22) are ready to be open and willing to alter their previous perspectives toward the world (Wang, Y and Mark.

G, 2017, p. 433).

Therefore, audience profile selected in this study is late teens (young adults) who study English as a Second Language in one of pathway colleges in Jakarta. There are 3 ESL classes in that particular college; two are attended by students who earned IELTS scores of 6.5-7.0 or in CEFR level C1,

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68 therefore, these two classes do not fall in to a category of pre-intermediate-to-intermediate ESL. The other class has around 6 active female attendants and according to their latest IELTS score, their English skill is placed at the B1-B2 level in CEFR standard or 5.0-6.0 (pre-intermediate-intermediate) in IELTS standard English proficiency which is the category that fits the researcher’s aim of study.

There are 3 instructions or tasks given: first is to fill-in pre-questionnaires, second is to read the passage and answer the correspondent reading questions, and the third is to fill out post- questionnaires that will check on whether their past understanding of a life subject has been altered, readjusted, or strengthened. In the third task, the students will also be asked any new vocabularies they have learned and remembered for additional linguistic element checking.

In this study, the author would like to learn whether the pre and post online questionnaires can achieve three lesson objectives that are if students can understand better about conditions within their vicinity or the world in general, open up their new perspectives around the issues and improve in their reading comprehension including linguistic elements of English. In this case, the author will use pre and post reading questions for assisting them to make sense of what happened to their lives or surroundings which then is conjunctively topical with the reading passage prepared.

The pre-questions are related to social life and self-reflection and asking what their points of view about certain life subjects.

1. Do you believe money can or can’t buy happiness? Why or Why not?

2. How do you define happiness?

Their answers are recorded in a form and are not limited to a certain number of words. Top-down approach applies in this first task when students are prompted with pre-questionnaires; how they put in place their background knowledge or experience before getting to read. They will have ideas what to be read later.

There was no other intervention within the pre-questionnaire answering session; the students will be sent a pre-questionnaire link, and they will reply to the two questions with their own past understanding in 5 to 10 minutes at most.

As the students send back their responses of pre-questionnaires, they will then be given the second task that is an online reading passage connected to pre-questionnaire topic; they will be instructed to

read a 7-paragraph-long passage titled “Hello Happiness!” (Cambridge University Press and UCLES, 2015). Then, they will be given time to read and answer the passage questions in around 50 minutes. The reading passage was chosen as it contained familiar topic for pre-intermediary to intermediary level ESL students. Doing the reading and question answering from a passage is meant to check upon the students’ linguistic elements and whole textual understanding as the questions following the passage consist of 9 indirect-answer (implicit) and 4-direct-answer (explicit) or vocabulary questions.

The same as the first one, author will wait for them to submit their answers from their reading questions, and distribute the last task (post- questionnaire-activity) that is to fill in their responses whether they have changed their previous opinion on one topic after getting exposed to the reading material, post questions are such as:

1. How do people in general define happiness based on the reading text?

2. How do you define happiness now after reading the passage? There is a question to confirm their element of language that is vocabulary:

3. Write new vocabularies you have gained and remembered from the “Hello Happiness”

passage.

In this last task, students are given 20 minutes to write their new/adjusted/confirmed perspectives and recall new vocabularies they have spotted during the reading time. They can reopen the reading passage.

The remaining time are optionally dedicated for students to exchange ideas they would like to deliver in an online classroom. Teachers are to navigate their discussions and facilitate clarifications and knowledge the class would priorly have no idea of.

4.1 Data Collection

The author makes use of mainly a qualitative data collection method, with an addition of a quantitative one. Open and closed questionnaires are necessary to measure how impactful the reading activities are in improving respondents’

comprehensive skills while at the same time providing a meaningful benefit such as readjusting or strengthening respondents’ previous mindset and behavior toward some issues.

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69 Seamon and Gill (2016) explain the qualitative approach in research is chosen because of the complexity and richness of human conditions and definitions to see the world from the inside out, and that these can become foundations to draw generalizations and theories that are derived from personal experiences (p. 1). Bercht (2021) writes that the qualitative approach looks in depth at human social circumstances, motivations, and reflections on their behaviors (p. 2). Furthermore, under a qualitative approach, the interpretations of text can finally lead to a structure or pattern that is used to group certain characteristics (Flick, 2013).

Respondents are to fill in open pre and post questionnaires which are not bound to any one specific correct way of answering; later the author will see patterns from these responses. They are free to express and answer the pre and post open questionnaires according to their own perceived understanding and experience toward some issues.

In addition to this, the author involved the quantitative method; it is to collect numerical data to see characters, make predictions, examine causal connectivities, and use the collection as a representation to larger population (Bhandari, P., 2020). The quantitative approach applies when students answer follow-up reading questions in order to check on their comprehension level of the text they have just read by counting how many correct answers they are able to achieve.

5. RESULTS AND DISCUSSION

The process of this study has taken place in a virtual classroom setting. There was a delay in the collection of answers due to several reasons; one of them was a poor network issue. Out of six, six turned in task 1; five turned in tasks 2 and 3; therefore, the author only sampled five students as valid respondents. The instructor used the free online survey website to collect students’ answers. The time allocated for these activities was a 2-hour class session.

The author collected three types of data, which have two forms: qualitative and quantitative.

The first one was pre-questionnaire responses, which are qualitative types of data; the second was reading- question answers, which were quantitative types of data; and lastly, post-questionnaire answers, whose data were qualitative. It is important to note that there is an alteration in point of view on happiness when comparing their pre-questionnaire answers to their post-questionnaire ones. Although they did not

significantly change, there was a tone of willingness to open their minds to new ideas about an issue. In addition to this, the follow-up reading questions upon checking their comprehension showed satisfying results, as all five students could answer more questions correctly than incorrectly.

5.1 Pre-Questionnaire Responses

Among 5 students; their pre-questionnaire answers regarding the questions: if they believe money can or can’t buy happiness, and why or why not; and how they define happiness resulted; 3 of them mentioned their supports that money is an item that could buy happiness, the other 2 said no.

Extended answers are such as, money can basically buy things and these materials can make you or other people happy if you give them gifts which can only be bought with money. The other who said yes, also mentioned that money could take you anywhere to visit. Meanwhile, the two said no, elaborated their answers by writing; many rich people were not happy; or another response commented that only the person could make himself or herself happy, no other one or thing could. Then, for the second question, the ones who wrote that money could buy happiness mostly defined happiness is as tangible items (purchasing ability, doing paid pastime activities), while the ones who responded the opposite said happiness is connected to intangible things such as having a good relationship and being a good person.

5.2 Reading and Answering Follow-Up Reading Material Questions

As it was mentioned earlier, all students have shown the ability to answer follow-up "Hello Happiness" reading questions like: “Is it True, False, Not Given, people from underdeveloped nations try to attain the same standard of living as those from developed nations." The respondents needed to answer the question with T/F/NG. The answer to this question is "not given," and all of them got this one correct.

The other type of reading question is a summary completion type; one example question is,

"Money can buy you just about anything, but not, it seems happiness. Whether on a personal or national 4…………..., your bank balance won’t make you happier.” In this case, respondents needed to choose one word from the provided options that was the most suitable to complete the sentence. Also, in this question specifically, all respondents answered it

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70 correctly, and the answer for the particular question is Level (F). Out of 13 follow-up questions, one respondent returned 9 correct answers, another one obtained 10, two respondents achieved 11, and the last one obtained 12 correct answers.

Based on the findings, it is backed by concepts from other researchers; Hudson investigated that placing questions within reading activities can encourage reading comprehension in readers (as cited in Sunggingwati & Nguyen, 2013). In addition, Macalister (2011) also claims that preparing questions is a useful and effective way to teach readers about comprehension.

5.3 Post-Reading Questionnaires

The last activity was to fill-in post-reading questionnaires. In this part, respondents did display a changed perspective compared to their previous ones.

Question number 1, “How do people in general define happiness based on the reading text?” All five respondents wrote answers based on what they have read about happiness and they have understood there are apparently other things could lead to happiness (see Appendix A). The question number 2, “How do you define happiness now after reading the passage?” The 3 respondents that previously stated that money could buy happiness, have now adjusted their answers by stating other factors were actually involved in people’s happiness, although they remained saying it was the way to spend the money made people happy. However, in the end of their post questionnaire answers, they admitted that there were more to happiness than just money.

While the ones saying “no” in the pre- questionnaires that money cannot buy happiness, had even stronger points of view stating that hobbies, social life, relationships could bring happiness than just owning materials. The two respondents quoted other reasons from the reading text combined with their own examples to strengthen their opinions. It is proven that Roberts and Roberts’ (2008) study result says that reading is a source for people to shape and reshape understanding and establish arguments.

Reading can help respondents to clarify or robust their stances by being exposed to facts and past events occurred in support of the facts. This engagement is beneficially aided by questions pre, and post the reading activity. Good & Brophy (as cited in Sunggingwati & Nguyen, 2013) also reinforce the findings from Roberts and Roberts that questions inside reading activity which connect to readers’ realms can become tools to reconstruct

background knowledge, concepts, and cross-examine reasons.

In addition, there were new vocabularies the respondents have learned during the reading process.

The reading activity is one of the mediums for students to acquire more vocabularies.

6. CLOSING 6.1 Conclusion

The research has shown that the online pre- and post-reading questions positively connect readers to their past information and knowledge of texts (top- down reading approach), contributes to their improved comprehension. This proof has been displayed in the correct answers the respondents gave after the reading also new vocabularies they acquired.

Furthermore, their prior knowledge, beliefs, or concepts toward some issues can be readjusted, reconstructed, and/or built by having been exposed to the information in the reading texts that relate to their concerns, confusion, or perplexities about the world or their surroundings mostly during critical times (teens, pandemic, absence of adult guidance). It is proven that after reading the material, respondents displayed some alterations in their ways of thinking toward the chosen issue. Although the changes in mindset were not sharp, there were some additional comments or considerations in support of the text or readjustments of past mindset.

Based on this study, three points can be drawn:

first, connecting pre-to-intermediate ESL learners’

past information to the reading topic can improve their engagement in the text, which helps them increase their comprehension. The second point is that confusion or questions regarding the environment, events, or incidents they noticed around them can be addressed or clarified by selecting reading material that is suitable and relatable to what the students have experienced or been aware of. The third point is that these pre-post questionnaires can become a channel for students to express their opinions, thoughts, and what actually bothers them without placing them in the spotlight among their peers or in the middle of the classroom; this will be a safe place to address their concerns.

Therefore, this pre- and post-questioning method can be a tool for educators to engage students in their reading, improving a top-down reading skill which eventually helps them gain comprehension.

Moreover, it can be a vessel to clarify, readjust, or strengthen their values and past understanding about

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71 something, and this personal questioning method can be a safe way for them to be as honest and blunt about what has concerned them as possible.

6.2 Suggestions and Acknowledgments

This study was conducted with a small number of respondents and it was done through simple quantitative and qualitative approaches. The study might need more respondents to make its findings more robust. The qualitative answers could also be added with further interviews or class discussions; however, due to the limitation of time, this continued process could not be conducted. To add to this, the ages of respondents are considered young, so older respondents might deliver different results. Thus, a further study with older ages of respondents and interviews regarding the pre-post questionnaire method in improving reading skills for pre- to intermediate English as a Second Language learners could be conducted in the future.

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Definition, uses and methods.

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(2014). The effects of top- down/bottom-up processing and field dependent/ field independent cognitive style on Iranian EFL learners' reading comprehension.

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72 APPENDIX A

RESPONDENTS’ QUESTIONNAIRE ANSWERS Respondent 1:

Pre-Questionnaire answers:

“If I can only choose one, I would like to say yes, it can because all people now need money to get anything they want. We can not get one thing for free and in my opinion I also buy something for my happiness but for another too. For instance, I bought some birthday cake for my cousin's birthday. She is very happy, So do I. As for other things that I know, nowadays many people also use money as a measure of happiness.”

“Happiness is something that some people feel free, satisfied, and there is no pressure.”

Reading passage correct answer out of 13 questions: 10 Post-Questionnaire answers:

“I think, it is based to on their hobby. If their loved to reading, definitely their found the happiness. On the other hand, almost people read some book depends on the genre.”

2. How do you define happiness now after reading the passage?

“After I read this passage, now I'm very confident with my previous survey that I told. Yeah, we also need money to make me feel happy or get the happiness, but from this story too I found that other things can also give the happiness in our life. Not far from that, Our relationship with closely friend and family can give more happiness in our live. - A slight adjustment of past perception after reading.”

There is a question to confirm their element of language that is vocabulary:

3. Write new vocabularies you have gained and remembered from the “Hello Happiness” passage.

“Adequate shelter, benchmark, privilege, laid off, resilient, assertive, dwell on the past, sacked, misery.”

Respondent 2:

“For me, money cannot buy happiness because we the one who make a happy things in our life.”

“Happiness is the way we have a good behavior in relationship with every single person in the world and we know how to respect others less.”

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73

“It says in the reading, people were not happy just because they had a large amount of money only.”

“I now think there are many factors to make people happy not only from money; if you have a lot of it, but not good life, it is sad.” - A strengthened perspective.”

“Resilient, cohabitational, subservient.”

Respondent 3:

“I think so. Sometimes you need money to buy something or go to some places that can be very enjoyable and makes you happy.”

“Buy some foods, talk with someone that I love, and go to the mall.”

“There are other factors.”

“Other factors can contribute to happiness, social, status, political points.” - A changed perspective.

“Consternation, acquire.”

Respondent 4:

“Ya, in my opinion, yes. Money can buy happiness because you will not be happy if you don’t have money.”

“I can watch movies with my friends and buy new clothes, anything I want.”

Reading passage correct answers out of 13 questions: 11 Post-Questionnaire answers:

“Social interactions like friendships, family-relationships.”

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74 2. How do you define happiness now after reading the passage?

“It is quite similar, when I have money, I can have good relationships with my friends because I can spend time more with them on hanging out. I think it is the way you spend it makes a difference.” - An adjusted perspective.”

“Assertive, consternation, subservient, get sacked.”

Respondent 5

“No, I don’t believe money can buy you happiness because I think many rich people are not actually happy.”

“I can have something when I need it.”

Reading passage correct answers out of 13 questions: 12 Post-Questionnaire answers:

“Oh, happiness is having good relationships with others, positive thinking habits.”

“I think my opinion was right; there are rich people with a lot of money, but they are not happy. So, I think there are other factors that can make people happy, one of them is their good social life.” - A confirmed perspective.

“Subservient, consternation.”