Read the case study carefully (please zoom in the pictures) and answer the following:

A) Demonstrate with specific examples two to three of the Communication functions, which were implemented throughout the research? ( Minimum of 150 words ) , [ 1.5 Mark }

B) Discuss the tools used to improve the Communication management practices following the Tables provided in the case? ( Minimum of 150 words ) , { 1.5 Mark }

C) To which extent do you agree with the author view regarding the importance of enhancing students communication skills ? Support your side with evidence (Minimum of 250),{2 Marks}.

International Journal of Evaluation and Research in Education (IJERE) Vol.6, No. 1, March 2017. pp. 17-22 ISSN: 2252-8822 0 17 Enhancing Students' Communication Skills Through Problem Posing and Presentation Sagito, Sri Mulyani ES, Hartono, Supartono Universitas Negeri Semarang, Semarang. Tidonesia Article Info Article history: Received January 09, 2017 Revised February 06, 2017 Accepted February 09, 2017 Kyword: Communication skills Presentation Problem posing ABSTRACT This study was to explore bow anhance communication skill through problem posing and presentation method. The subjects of this research w the seve grade students Jimior High School, including 20 male and 14 female. This research was conducted in two cycles and each cycle consisted of four stop they were planning, action, observation and reflection. This study use interview, observation and questionnaire to measure most widely used data gathering in communication skill students and daily test (pre-test and post-test) to measure enhance achievement the students. The data was analyzed comparing initial and final score. If the final score is better than initial score had been enhanced Results of this study indicated that teaching and leaming science used problem posing and presentation method can enhance ability communication skill confidence, courage and responsability on themselves disciples. Researcher is suggestion to use another method to enhance communication skill Copyright 2017 Institute of Advanced Engering and Science All rights reserved Corresponding Author: Supamoto, Science Education Program Post Graduated Universitas Negeri Semarang Bendan Ngisor, Semarang, 50233, Indonesia. Email: gitafis@yahoo.co.id 1. INTRODUCTION Employers complain about a lack of soft skills among graduates from education institutions [1]. These are caused by soft skill do not include in curricula, but they should be part of any tertiary education 50 that students are not seriously [2] Student's fundamental skills have been obtained. It is possible that the lack of student skills poor course design, not inadequate instructional delivery (3] the specific causes the lack of stadents competence needs to be explored further. Therefore, teachers are required to integrate soft skills in learning thoroughly, effectively and efficiently. Soft skills are basic fundamental of an important skill in human and students' lives [3]. [1]. [4] internal auditor [5], manager selection [6] and teachers. Soft skills include communication skills, problem solving skills creativity, critical and structured thinking, teamwork capability. negotiating skills, self- management, imagination, curiosity, determination passion or persistence could be added In order to simple from definition it. [1] separated become three categorize, i.e. personal qualities, interpersonal skills, and additional skills/knowledge. Auditors need to possess communication skill to successes and advancetothe changing complex international global market place. At the manager selection, leader used communication skill for employees that can rely on in dealing with customers. Educators for promoting students' communication skills by increasing peer interactions, stimulating students' reasoning, and in constructing shared social knowledge [7]. Communication skill can build follow communicative activities like discussion problem solving [8]. model, multimedia, poster and oral presentation [9] One of the examples above, communication skills very important competencies for twenty first century [7] due to the ability hard and soft skill will be able to resolve of various challenges Journal homepage: http://incsjournal.com/online index.php/IERE 180 ISSN:2252-8822 complex [10]. Teachers also need effective communication skill to success in teaching and learning every day [11] Soft skill including communication skill could be integrated through active learning in management classroom (1,2]. Teacher used teaching strategies such as demonstrations, role plays, giving opportunities to practice oral language and discussion [13]. visual communication (14) were effective to improve communication skill students'. In order to improve the communication skill teachers has to focus on the communication process likes involve effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation while listening and speaking [15]. Student's active learning through discussion problem solving problem posing and presentation Presentation skills are vital to achieving success in all aspects of daily life [16]. Presentation should incorporate these four basic elements: (a) statement ideas clearly. () explain ideas. (C) support ideas with evidence from other sources. (d) conchude/restate ideas [17]. Therefore, students need to be trained providing self-reflection regarding their own presentation and giving feedbacks another group oral presentation is crucial to prepare themselves to compete in the competitive environment especially communications skills [18]. Presentation skills can be done using readily accessible technology (such as video hosting services) and proven pedagogy (including peer evaluations and instructional rubrics) to help students develop their professional speaking abilities and presentation skills [19]. A variety of formats exists in which to present: (a) paper presentations. (b) roundtable discussions, poster sessions. (d) panel sessions/symposia. and (e) performances/demonstrations [20]. Presentation ability can enhance practice more and using notecards with highlighted key words [21] to communicate successfully, needed of linguistic levels, verbal skills and body language [22] Problem posing is method that can make students activate [23]. It also provides an option for students, creativity to foster conceptual understanding, engages students in exploring mathematical ideas, rather than using authoritative [24]. Problem posing activity helps students to develop creativity, motivation and knowledge of mathematics [25]. Students are given an opportunity to experience the mathematical process, ask questions, formulate and test the conjecture and prove the result [26]. Leaming by problem posing techniques is practiced in some classrooms, able to analyze and expand strategies that have proved effective [27]. By using problem posing and activities spoken written listening actively, read critically, presenting the audio visual aids can improve cooperative leaming. Beside that cooperative leaming produces interpersonal skill [28]: finally student's communication skill can be increased. Based on the theoretical study presented above, teaching and learning adopt problem posing and presentation method can enhance achievement and communication skill students. 2. RESEARCH METHOD Classroom action research (CAR) was at improving achievement and communication skill students' through problem posing and presentation method [29] emphasize that teachers are also researchers who reflectively investigate their practice through action research. We changed our course plan as a result of the continuous evaluation of our teaching In others word it action research is teaching and learning process cyclical in nature involving multiple cycles. Action researches in teaching and learning science become more and more important It provides a medium for teachers to look at their problem in the classroom in an effort to find practical solutions. Teachers involved in the classroom research that leads to improve teaching set an example for excellence in reflective practice [30]. The subjects of this research were the seven grade students Junior High School, including 20 male and 13 female. This research was conducted in two cycles and each cycle consisted of four steps, they were: planning, action, observation, and reflection First cycle was conducted in three meetings, and second cycle was conducted in two meetings, so the researcher conducted this research in three weeks. The action research model shows Figure 1. This study use interview, observation and questionnaire to measure most widely used data gathering in communication skill students, and daily test initial and final score) to measure enhance achievement the students'. Instruments modified and developed from the literature presented We use a five- point scale Likert (5-strongly agree, 4-agree, 3-neutral, 2-disagree, 1-strongly disagree) to measure the students' responses. Content validity instrument was evaluated based on the discussion item internal fellow science teachers at the school to ensure text was readable for Junior Height School students, who also as observers. Before the instrument is used it has been tested on the 30 respondents to determine their validity and analyzed by Product moment. The instruments are valid ifr=r. (N=30.1= 0.361, 0.05). Reliability was measured according to the Kuder-Richardson formula 21. The result is shown on Table 1 and Table 2. TERE ISSN: 2252-8822 19 Na en Table 1. Validity Questionnaire Item of Presentation 4 5 6 7 & 9 10 0.53 0.6RR 0.397 0.497 0.630 0.458 0.75 12 0837 13 0.677 0483 0.606 OSAR 0.364 No hem Table 2. Validity Questionnaire Item of Problem Posing 4 6 7 8 0.639 0.520 0.389 0.413 0.568.0.670 0.500 0.437 9 7 0.402 10 0441 12 0.432.0.654 The initial questionare problem posing and presentation consisted of fifteen questions. After being validated the questions that were not suitable and correlated to the material were omitted. The questions consist of thirteen for presentation and twelve for problem posing questions. The observation sheet was also done by a collaborator who knew whether the observation sheet had represented the data that woud be taken. The data got from the observation was validated through triangulation. The data was analyzed comparing initial and final score. If the final score is better than initial score had been enhanced. Manning Revised planning Relectie Action Relection Action Cycle Observati Cyde Figurel. Action Research Prosess 3. RESULTS AND ANALYSIS Table 1 shows the results of data analysis initial and final score from presentation quesionare. The numbers that emerge at Table 3 and Table 4 is the result of rounding Rounding is done to make its more simple and easier to understand. From item mumber 1 to item number 13 in Table 3 indicate significantly enhancing ability of prenesentation These enhancing shows in the colunm zap. all items valued positive, it means there are enhance the ability from initial to final conditions. There are three items that enhancing fewer than 10%. Overall could be said that the analysis results showed significant differences between given before and after being treated Table 3. Quesionare Presentation Item by Initial and Final Score No Final 1. practice to present presentation at home 71 practice presentation in front of my friends 60 I give opening greeting 94 I tell the teaching ohjective 5 My group introduce our self 96 6 I use media when I make presentation 64 es I answer and repond te quedi I give greeting to close the presentation 9. 10. I make conclusion 11. I tell the material coherently 12. When the presentation Testure to the presentation topi 68 13. I will consider the superefuation af de me 16 25 15 10 13 5 10 10 14 7 7 10 Table 3 shows the results of analysis data initial and final scores from problem posing quesionare. There are not different with the presentation skills, all item questionnaire problem posing, which item number 1 to item number 12 also enhance score. It's just the magnitude of enhance between before and after treatment are worth less than enhance in the ability to presentation In fact there is one item that enhances only 1%. And no one any item that an enhancing more than 10%. Nevertheless, overall ability problem posing enhanced significantly Enhancing Students Communication Skills Through Problem. Posing and Presentation (Sugito) 20 o ISSN:2252-8822 89 6 10 7 Table 4. Quesionare Problem Posing Item by Initial and Final Score No em Pelot Posts 00 1. I discuss material with my friends 83 2 I discuss to find out the correct answer 73 I give opportunity my friends to give question 90 4 I will responsible or item te have made 79 I respect to different opinion 87 92 & I always discuss to decide something 7. I provide troubleshooting assistance to friends who ask I pay attention i discuss time alocatie 10. liked to designate as die spoke during a presentation 11. I was not disappointed when my opinion was not used 12. Ievaluated with members about the discussions and presentations 72 s 50 84 10 Table 5 shows the result of comparasing test competence before and final treatment. These scores obtained by students before and after the application of problem posing and presentation. From these data seem enhancing in the average, a maximum and minimum score. These indicate that the application of problem posing and presentasion could enhance spirit, motivation, self-confidence and academic achievement of leamers (25) Table 5. Academic Achievement of Students Before and After the Action(N=33) No Test Maximum Minimum Avenge Sunda Devi Before 40 15.3 2 After 100 50 103 Enhancing 5 10 10.3 5.00 777 Before starting action lesson plan was created and discussed advance together between researcher and abserver. There are several steps on its core activities which need to be improved namely to discuss measures during problem posing. Besides, the observer reminded the researcher to be able to manage their time well. At the implementation first cyclus, much time used during discussions with the problem posing And there are learners who have not been able to cooperate with their friends, there are members of a group does not do the work given from leader group, there are two learners who do not focus on science subjects proven to speak for themselves and there are learners as free rider other group members. Researcher was a facilitator to try providing and understanding of the importance of cooperation, in groups, to respect others, and respect other people's work. After the leamers to be warned by the educators, the students work together again in the group and also reminded that after discussions they must continued presentation of students' work. When the presentation goes on, there are only two groups that do to presentation due to time limited Both of group presentation directly to read their result work of the group. The group presentation cannot be present either in opening, explained and answered questions from his friends. They are just read the answer, bunot all members of the group. obviously with what was written Besides that, students who asked during two group's presentation only three people. At reflection with the observer, observer given some inputs as a material changed on the second meeting Observer more emphasis the problem leaming syntax, characters. Therefore, teachermade some changes to the lesson plan on a plane lessons on problem posing At the second meeting have been enhancing in various aspect, the discussion in making item test is better, even a debate when determining the item test selected This proves that each member of the group had begun to feel the process of acceptance of new concepts built from reading and listening from the opinion of friends. Active time that is needed for discussion is also getting faster but did not leave the essence of the subject matter. There were two leamers participants who disturb friend and unactively working group. At presentation has been opened with greetings, introducing their groups of member, and read the questions that have been created. Presenter in answering the question also tums and when no shortage of other friends must help their friends. Likewise, the participants who give questions consist of six people. They represent their group. There is one question that can not be answered by members of the group, then question was thrown to the other participants. It also shows the emergence of honesty, openness, respects the friend opinion of admitted brilliant their friends, and can advice and criticism from each others[1]. [16]. At this second meeting there are two groups also present to the presentation, but not previous above. In the end presenter close the presentation with regards closing Educators use minutes to do the posttest. DERE Vol. 6, No. 1, March 2017: 17-22 International Journal of Evaluation and Research in Education (IJERE) Vol.6, No. 1, March 2017. pp. 17-22 ISSN: 2252-8822 0 17 Enhancing Students' Communication Skills Through Problem Posing and Presentation Sagito, Sri Mulyani ES, Hartono, Supartono Universitas Negeri Semarang, Semarang. Tidonesia Article Info Article history: Received January 09, 2017 Revised February 06, 2017 Accepted February 09, 2017 Kyword: Communication skills Presentation Problem posing ABSTRACT This study was to explore bow anhance communication skill through problem posing and presentation method. The subjects of this research w the seve grade students Jimior High School, including 20 male and 14 female. This research was conducted in two cycles and each cycle consisted of four stop they were planning, action, observation and reflection. This study use interview, observation and questionnaire to measure most widely used data gathering in communication skill students and daily test (pre-test and post-test) to measure enhance achievement the students. The data was analyzed comparing initial and final score. If the final score is better than initial score had been enhanced Results of this study indicated that teaching and leaming science used problem posing and presentation method can enhance ability communication skill confidence, courage and responsability on themselves disciples. Researcher is suggestion to use another method to enhance communication skill Copyright 2017 Institute of Advanced Engering and Science All rights reserved Corresponding Author: Supamoto, Science Education Program Post Graduated Universitas Negeri Semarang Bendan Ngisor, Semarang, 50233, Indonesia. Email: gitafis@yahoo.co.id 1. INTRODUCTION Employers complain about a lack of soft skills among graduates from education institutions [1]. These are caused by soft skill do not include in curricula, but they should be part of any tertiary education 50 that students are not seriously [2] Student's fundamental skills have been obtained. It is possible that the lack of student skills poor course design, not inadequate instructional delivery (3] the specific causes the lack of stadents competence needs to be explored further. Therefore, teachers are required to integrate soft skills in learning thoroughly, effectively and efficiently. Soft skills are basic fundamental of an important skill in human and students' lives [3]. [1]. [4] internal auditor [5], manager selection [6] and teachers. Soft skills include communication skills, problem solving skills creativity, critical and structured thinking, teamwork capability. negotiating skills, self- management, imagination, curiosity, determination passion or persistence could be added In order to simple from definition it. [1] separated become three categorize, i.e. personal qualities, interpersonal skills, and additional skills/knowledge. Auditors need to possess communication skill to successes and advancetothe changing complex international global market place. At the manager selection, leader used communication skill for employees that can rely on in dealing with customers. Educators for promoting students' communication skills by increasing peer interactions, stimulating students' reasoning, and in constructing shared social knowledge [7]. Communication skill can build follow communicative activities like discussion problem solving [8]. model, multimedia, poster and oral presentation [9] One of the examples above, communication skills very important competencies for twenty first century [7] due to the ability hard and soft skill will be able to resolve of various challenges Journal homepage: http://incsjournal.com/online index.php/IERE 180 ISSN:2252-8822 complex [10]. Teachers also need effective communication skill to success in teaching and learning every day [11] Soft skill including communication skill could be integrated through active learning in management classroom (1,2]. Teacher used teaching strategies such as demonstrations, role plays, giving opportunities to practice oral language and discussion [13]. visual communication (14) were effective to improve communication skill students'. In order to improve the communication skill teachers has to focus on the communication process likes involve effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation while listening and speaking [15]. Student's active learning through discussion problem solving problem posing and presentation Presentation skills are vital to achieving success in all aspects of daily life [16]. Presentation should incorporate these four basic elements: (a) statement ideas clearly. () explain ideas. (C) support ideas with evidence from other sources. (d) conchude/restate ideas [17]. Therefore, students need to be trained providing self-reflection regarding their own presentation and giving feedbacks another group oral presentation is crucial to prepare themselves to compete in the competitive environment especially communications skills [18]. Presentation skills can be done using readily accessible technology (such as video hosting services) and proven pedagogy (including peer evaluations and instructional rubrics) to help students develop their professional speaking abilities and presentation skills [19]. A variety of formats exists in which to present: (a) paper presentations. (b) roundtable discussions, poster sessions. (d) panel sessions/symposia. and (e) performances/demonstrations [20]. Presentation ability can enhance practice more and using notecards with highlighted key words [21] to communicate successfully, needed of linguistic levels, verbal skills and body language [22] Problem posing is method that can make students activate [23]. It also provides an option for students, creativity to foster conceptual understanding, engages students in exploring mathematical ideas, rather than using authoritative [24]. Problem posing activity helps students to develop creativity, motivation and knowledge of mathematics [25]. Students are given an opportunity to experience the mathematical process, ask questions, formulate and test the conjecture and prove the result [26]. Leaming by problem posing techniques is practiced in some classrooms, able to analyze and expand strategies that have proved effective [27]. By using problem posing and activities spoken written listening actively, read critically, presenting the audio visual aids can improve cooperative leaming. Beside that cooperative leaming produces interpersonal skill [28]: finally student's communication skill can be increased. Based on the theoretical study presented above, teaching and learning adopt problem posing and presentation method can enhance achievement and communication skill students. 2. RESEARCH METHOD Classroom action research (CAR) was at improving achievement and communication skill students' through problem posing and presentation method [29] emphasize that teachers are also researchers who reflectively investigate their practice through action research. We changed our course plan as a result of the continuous evaluation of our teaching In others word it action research is teaching and learning process cyclical in nature involving multiple cycles. Action researches in teaching and learning science become more and more important It provides a medium for teachers to look at their problem in the classroom in an effort to find practical solutions. Teachers involved in the classroom research that leads to improve teaching set an example for excellence in reflective practice [30]. The subjects of this research were the seven grade students Junior High School, including 20 male and 13 female. This research was conducted in two cycles and each cycle consisted of four steps, they were: planning, action, observation, and reflection First cycle was conducted in three meetings, and second cycle was conducted in two meetings, so the researcher conducted this research in three weeks. The action research model shows Figure 1. This study use interview, observation and questionnaire to measure most widely used data gathering in communication skill students, and daily test initial and final score) to measure enhance achievement the students'. Instruments modified and developed from the literature presented We use a five- point scale Likert (5-strongly agree, 4-agree, 3-neutral, 2-disagree, 1-strongly disagree) to measure the students' responses. Content validity instrument was evaluated based on the discussion item internal fellow science teachers at the school to ensure text was readable for Junior Height School students, who also as observers. Before the instrument is used it has been tested on the 30 respondents to determine their validity and analyzed by Product moment. The instruments are valid ifr=r. (N=30.1= 0.361, 0.05). Reliability was measured according to the Kuder-Richardson formula 21. The result is shown on Table 1 and Table 2. TERE ISSN: 2252-8822 19 Na en Table 1. Validity Questionnaire Item of Presentation 4 5 6 7 & 9 10 0.53 0.6RR 0.397 0.497 0.630 0.458 0.75 12 0837 13 0.677 0483 0.606 OSAR 0.364 No hem Table 2. Validity Questionnaire Item of Problem Posing 4 6 7 8 0.639 0.520 0.389 0.413 0.568.0.670 0.500 0.437 9 7 0.402 10 0441 12 0.432.0.654 The initial questionare problem posing and presentation consisted of fifteen questions. After being validated the questions that were not suitable and correlated to the material were omitted. The questions consist of thirteen for presentation and twelve for problem posing questions. The observation sheet was also done by a collaborator who knew whether the observation sheet had represented the data that woud be taken. The data got from the observation was validated through triangulation. The data was analyzed comparing initial and final score. If the final score is better than initial score had been enhanced. Manning Revised planning Relectie Action Relection Action Cycle Observati Cyde Figurel. Action Research Prosess 3. RESULTS AND ANALYSIS Table 1 shows the results of data analysis initial and final score from presentation quesionare. The numbers that emerge at Table 3 and Table 4 is the result of rounding Rounding is done to make its more simple and easier to understand. From item mumber 1 to item number 13 in Table 3 indicate significantly enhancing ability of prenesentation These enhancing shows in the colunm zap. all items valued positive, it means there are enhance the ability from initial to final conditions. There are three items that enhancing fewer than 10%. Overall could be said that the analysis results showed significant differences between given before and after being treated Table 3. Quesionare Presentation Item by Initial and Final Score No Final 1. practice to present presentation at home 71 practice presentation in front of my friends 60 I give opening greeting 94 I tell the teaching ohjective 5 My group introduce our self 96 6 I use media when I make presentation 64 es I answer and repond te quedi I give greeting to close the presentation 9. 10. I make conclusion 11. I tell the material coherently 12. When the presentation Testure to the presentation topi 68 13. I will consider the superefuation af de me 16 25 15 10 13 5 10 10 14 7 7 10 Table 3 shows the results of analysis data initial and final scores from problem posing quesionare. There are not different with the presentation skills, all item questionnaire problem posing, which item number 1 to item number 12 also enhance score. It's just the magnitude of enhance between before and after treatment are worth less than enhance in the ability to presentation In fact there is one item that enhances only 1%. And no one any item that an enhancing more than 10%. Nevertheless, overall ability problem posing enhanced significantly Enhancing Students Communication Skills Through Problem. Posing and Presentation (Sugito) 20 o ISSN:2252-8822 89 6 10 7 Table 4. Quesionare Problem Posing Item by Initial and Final Score No em Pelot Posts 00 1. I discuss material with my friends 83 2 I discuss to find out the correct answer 73 I give opportunity my friends to give question 90 4 I will responsible or item te have made 79 I respect to different opinion 87 92 & I always discuss to decide something 7. I provide troubleshooting assistance to friends who ask I pay attention i discuss time alocatie 10. liked to designate as die spoke during a presentation 11. I was not disappointed when my opinion was not used 12. Ievaluated with members about the discussions and presentations 72 s 50 84 10 Table 5 shows the result of comparasing test competence before and final treatment. These scores obtained by students before and after the application of problem posing and presentation. From these data seem enhancing in the average, a maximum and minimum score. These indicate that the application of problem posing and presentasion could enhance spirit, motivation, self-confidence and academic achievement of leamers (25) Table 5. Academic Achievement of Students Before and After the Action(N=33) No Test Maximum Minimum Avenge Sunda Devi Before 40 15.3 2 After 100 50 103 Enhancing 5 10 10.3 5.00 777 Before starting action lesson plan was created and discussed advance together between researcher and abserver. There are several steps on its core activities which need to be improved namely to discuss measures during problem posing. Besides, the observer reminded the researcher to be able to manage their time well. At the implementation first cyclus, much time used during discussions with the problem posing And there are learners who have not been able to cooperate with their friends, there are members of a group does not do the work given from leader group, there are two learners who do not focus on science subjects proven to speak for themselves and there are learners as free rider other group members. Researcher was a facilitator to try providing and understanding of the importance of cooperation, in groups, to respect others, and respect other people's work. After the leamers to be warned by the educators, the students work together again in the group and also reminded that after discussions they must continued presentation of students' work. When the presentation goes on, there are only two groups that do to presentation due to time limited Both of group presentation directly to read their result work of the group. The group presentation cannot be present either in opening, explained and answered questions from his friends. They are just read the answer, bunot all members of the group. obviously with what was written Besides that, students who asked during two group's presentation only three people. At reflection with the observer, observer given some inputs as a material changed on the second meeting Observer more emphasis the problem leaming syntax, characters. Therefore, teachermade some changes to the lesson plan on a plane lessons on problem posing At the second meeting have been enhancing in various aspect, the discussion in making item test is better, even a debate when determining the item test selected This proves that each member of the group had begun to feel the process of acceptance of new concepts built from reading and listening from the opinion of friends. Active time that is needed for discussion is also getting faster but did not leave the essence of the subject matter. There were two leamers participants who disturb friend and unactively working group. At presentation has been opened with greetings, introducing their groups of member, and read the questions that have been created. Presenter in answering the question also tums and when no shortage of other friends must help their friends. Likewise, the participants who give questions consist of six people. They represent their group. There is one question that can not be answered by members of the group, then question was thrown to the other participants. It also shows the emergence of honesty, openness, respects the friend opinion of admitted brilliant their friends, and can advice and criticism from each others[1]. [16]. At this second meeting there are two groups also present to the presentation, but not previous above. In the end presenter close the presentation with regards closing Educators use minutes to do the posttest. DERE Vol. 6, No. 1, March 2017: 17-22