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This study aimed to calculate the step counts of children who regularly participate in organized sports within specific time periods (weekday, weekend, school time, out-ofschool, sports days, days without sports) and to determine whether they reach the recommended activity level. Forty-one boys and 39 girls (11.97±.84 yrs. for all participants) participated in this study voluntarily. Step counts were determined by using ActiGraph wGT3x-BT. It was worn on their dominant wrist for seven days. An Independent Samples t-test was used to examine the difference between the genders. A Paired-Samples t-Test was used to compare the step counts of specific periods in both girls and boys. There were significant differences in step counts between boys and girls in terms of the whole week, weekdays, school time, Saturdays, sports days, and nonsports days, and boys reached more step counts than girls (p<0.05). No significant difference was found between school time and out of school time for boys. Weekly average, 56.4% of girls and 51.2% of boys meet the recommended number of steps. The number of steps taken by both girls and boys during the sport days was more than nonsport days (p <0,05). Moreover, girls and boys on weekdays took more the number of steps than on a weekend (p <0,05). In conclusion, boys reached more number of steps than girls in terms of the weekly average, weekdays, school time, Saturday, sports days, and non-sports days. The period in which the rate of reaching the recommended step counts for girls was highest (84.6%) on sports days. Both girls and boys had higher step counts on weekdays than on the weekends. The number of steps for both girls and boys on sports days was more than non-sport days.

It is also known that children who do not take part in sports regularly are usually not active enough. Thus, regular exercise is effective for reaching the recommended activity levels (Kwon et al., 2015;Marques et al., 2016). Wickel and Belton (2016) suggested that it is beneficial to structure out-of-school time for increasing physical activity levels of children, such as participating in exercise and sports (Guagliano et al., 2013;Hebert et al., 2015). However, the fact that children take part in organized sports regularly but not every day may not necessarily mean that they reach the recommended level of activity. Parents may assume that their children who are attending organized sports only a few days a week are sufficiently active. But even children who participate in any organized sports are not active enough on days when they are not doing sports.
The purpose of this study was to determine the step counts of children who regularly exercise a few days a week, within specific periods (weekdays, weekends, school time, out-of-school, sports days, days without sports, etc.) and whether they meet the recommended activity level.

Participants:
In this study, data were collected from a total of 118 children (58 boys, 60 girls) with ActiGraph wGT3X-BT for seven days of the week. Accelerometer data collected at least four days on weekdays and one weekend day with a minimum of eight hours wearing time were accepted as the inclusion criteria of the study. However, due to data that does not meet the inclusion criteria, 38 children (17 boys and 21 girls) excluded from the study. Thus, the data included in the study were collected from 80 healthy (39 girls and 41 boys) children aged 11-13 years (mean age 11.97±.84 yrs) who participated in organized sports regularly. Descriptive statistics related to the age, gender, height, bodyweight, and body mass index (BMI) of the children are given in Table 1. Children who regularly participate in organized sports (football, basketball, volleyball) for 2-4 days per week for at least one month were included in the study. The percentage of children engaging in sports per each day of sports days was 16.25% on Monday, 53.75% on Thuesday, 40% on Wednesday, 60% on Thursday, 18.75% on Friday, 95% on Saturday, 83.75% on Sunday. Data was collected between March and May of 2017 at various sports clubs in Ankara. This study was approved by Hacettepe University Noninterventional Clinical Research Ethics Board (GO 17/100). All children and their parents were briefed on the measurement procedures and purposes of the study. Each participants' parents signed informed consent. Therefore, the authors have written consents from the families, also consent was verbally obtained from each child. Data Collection: Height and weight were measured standing in light clothes, without shoes, at the indoor sport court, before wearing the ActiGraph wGT3X-BT. The children were asked to wear an ActiGraph wGT3X-BT on their dominant wrist for seven consecutive days except when showering, swimming, or taking part in any water activities. The epoch length was set at five seconds. Children who did not want to wear the accelerometer during bedtime were asked to remove it just before bedtime and put it back on as soon as possible after waking up in the morning. The first day, the children wore the accelerometers in the sports clubs, and the last day the devices were collected by the researchers at the sports clubs. It was observed that some children forgot to wear the device for some days. Accelerometer data were included in the study if it was collected at least four days on weekdays and one weekend day with a minimum of eight hours wearing time.

Time Period for Determining the Number of Steps:
 The average number of steps per day: The average number of steps was measured for a minimum of four weekdays and one weekend day.

Statistical Analysis:
The descriptive statistics were calculated as the mean and standard deviation. For each variable, the normality and homogeneity of variances were tested. Because of the effectuation of parametric assumptions, the significance test of the difference between the two means in the independent groups was applied to examine the difference between the genders. The confidence interval in this study was 95%. A Paired-Samples t-Test was used in the dependent groups in both girls and boys to compare the step numbers of weekdays and weekends, sport and non-sport days, and school time and out-of-school periods. Effect sizes were calculated using Cohen's d. Cohen's criteria for small (>0.20), moderate (> 0.50), and large (>0.80) effect sizes were used to aid the interpretation of results (Cohen, 1988).. Table 2 represents the comparison of children's number of steps by gender. The results revealed that there were statistically significant differences between boys and girls in terms of the weekly average, weekdays, school time, Saturday, sports days, and non-sports days (see Table 2) (p<0.05). It was found that boys made significantly more steps than girls on the weekly average, weekdays, school time, Saturday, sports days, and non-sports days (p<0,05) (Table 2).

RESULTS
However, there was no statistically significant difference between the genders (p>0.05) in terms of the average number of steps out-of-school, on Sundays and weekend days (see Table 2).  Table 3). On weekends, 66.7% of girls and 73.2% of boys do not meet the recommended number of steps. The rate of reaching the number of steps recommended on non-sport days was considerably less than on sports days. In girls, this rate was almost half (84.6% vs. 41.0%), while in boys, it was two thirds (61.0% vs. 41.5%) (see Table 3). The difference in the number of steps for both girls and boys during the days when they were participating in sports and on days when they not do sports was more than 2500 steps (see Table 4) (p <0.001). While the effect size of the significant difference obtained was found to be a moderate effect for boys (Cohen's d = 0.66), it was seen to have a greater effect in girls (Cohen's d = 1.18). It was found that both girls and boys had higher step counts on weekdays than on the weekends (see Table 4) (p<0.01; p<0.001). The effect size of the significant difference between weekdays and weekends was found to be small for girls (Cohen's d = 0.48) and moderate for boys (Cohen's d = 0.73). While the step counts of girls in school were statistically higher than outside school (see Table 4) (p<0.04, Cohen's d= 0.33), a significant difference was not found between the number of steps of school time and out-of-school for boys (see Table 4) (p >0.16), Cohen's d= 0.22).

DISCUSSION
The purpose of the study was to determine the step counts of children aged 11-13 years who regularly exercise on some days of the week within specific time periods (weekdays, weekends, school time, out-of-school, sports days, days . The results indicated that boys were more active than girls and that their average step counts were about 2500 steps higher than those of girls (p <0.05) (see Table 2). This result is in line with the findings of the previous studies (Gauthier seem to depend on the type and intensity of the activity. Boys' vigorous physical activity levels are prone to higher than girls' (Sherar et al., 2007). In the present study, the type and intensity of the activity may cause obtaining gender 180 differences when the step counts were considered to change depending on the type and intensity of the activity.
Furthermore, Bailey et al. (2012) found that boys had higher moderate to vigorous physical activity levels than girls during school time (class time, lunch break, and school recess). Therefore, the result in favor of boys in terms of the step counts in school time in which was spent most of the day may be decisive in revealing gender difference. In this study, the average number of steps per day was found to be approximately 2300 steps more for girls and 2500 steps more for boys when compared with the study conducted by Michalopoulou et al. (2011). The reason for this difference might be that the children who took part in this study were participating in sports regularly for 2-4 days a week.
Martinez-Gomez et al. (2010) revealed that the percentage of girls who met the recommended level of physical activity was lower than that of boys (28.1% and 58.8%, respectively). As seen in the study conducted by Guagliano et al. (2013), the present study also concluded that engaging in regular sports activities makes a significant contribution to the achievement of the girls' number of steps (see Table 3). In this research, the percentage of meeting the recommended number of steps (for girls: ≥13,000 steps/day; for boys: ≥16,000 steps/day) was significantly higher in girls, especially on the days when they engaged in sports regularly (girls: 84.6%; boys: 61.0%). On non-sports days, this ratio dropped by about 40% for both genders (see Table 3). In this study, while girls were taking nearly 3,000 more steps on the days when they were playing sports than on the days without sports, boys took about 2500 steps more (see Table 4). This increase in physical activity contributes to total physical activity in their study on 15-year-old adolescents. In this study, the absence of differences between genders in the number of out-of-school steps (see Table 2) may be due to both boys and girls participating in out-of-school sports activities. One of the most important findings of the present study was the increase in the average number of steps taken by both boys and girls during periods when days of organized sports were included.
There were some limitations in this study. Children engaged in organized sports (football, volleyball, basketball) for 2-4 days a week. The sample size of the study is relatively low, and the age range of children who participated in the study is relatively small (11-13).
There were some strengths in the present study. ActiGraph wGT3x-BT accelerometer is a valid and reliable instrument as an objective method for assessing children's physical activity. Moreover, the monitoring period of free-living physical activity is relatively long (5-7 days, minimum of four weekdays, and one weekend).
Future studies should focus on a larger sample group, a wider age group, more sports branches, two (wrist-worn and waist-worn) accelerometer attachments at the same time. Unstructured recess and lunchtime and physical education classes during school hours and also training hours during out-of-school hours should be examined.

CONCLUSION
It has been revealed that: 1) boys were more active than girls, 2) the average number of steps on weekdays was higher than on weekends, 3) the average number of steps on sports days was more than the average number of steps on nonsports days, 4) the average number of school time steps for boys was higher than the number of out-of-school steps, while the average number of out-of-school steps for girls was higher than the number of in-school steps, 5) the average number of steps and the percentage of steps to reach the recommended number of steps were higher for children (especially girls) when they participate in out-of-school sports activities, and also the participation in out-of-school sports activities is effective in increasing the number of daily steps of children.
Implications of the findings: Globally, 81% of adolescents aged 11-17 years do not meet the WHO global recommendations on physical activity for health. The report obtained by WHO in 2015 showed that inactivity prevalence was 85-89.9% for girls and 75-79.9% for boys in Turkey. Accordingly, the prevalence of meeting MVPA recommendations is needed to increase in Turkey. In our study, given the step counts of children who regularly exercise, results showed that they meet the recommended step counts. In the sport days, both girls and boys reached recommended level of step counts but in the non-sport days, they did not reach recommended level of step counts. On the other hand, the findings demonstrated that regularly done organized sport out of school contributes to reaching the recommended step counts. Thus, participation in sports of children should be encouraged by both their teachers and parents. The school time in which take a large part of the weekday has a crucial role to be reached in the targeted step counts of children on weekdays. Therefore, this study may point out that it should be arranged by policymakers of the lesson curriculum that is needed to be integrated physical activity into the classroom and access to equipment and organized activities during breaktimes.


Influence of Vocalized Reading Practice on English Learning and Psychological Problems of Middle School Students

The purpose of this study is to improve the English learning anxiety and learning effect for middle school students. From the perspective of educational psychology, the influence of vocalized reading practice on the English learning of students is studied based on the self-efficacy theory and the schema theory. To encourage the students to practice English, the study might solve the problem of insufficient opportunities by applying the artificial intelligence (AI) chat system to the oral English practice of the students. Several research hypotheses are put forward, which concern the correlation between the English learning anxiety of the students with their self-efficacy, topic familiarity, and English grades under vocalized reading practice. Then, the hypotheses are verified through a controlled trial and a questionnaire survey (QS). Afterward, the experimental and QS data are statistically analyzed and tested with a regression model. The results show that the English grades, self-efficacy, and topic familiarity of the students have been significantly improved in the experimental group after the vocalized reading practice. The significance coefficient of the regression model is P = 0.000 < 0.05, which can be used to verify the proposed hypotheses. The English grades, self-efficacy, and topic familiarity can well-predict the English learning anxiety of the students. The computer simulation in educational communication (CSIEC) teaching system and AI can help create an interactive learning environment for the students to practice oral English by chatting with AI robots.

INTRODUCTION
In China, the psychological problems of the students have not been paid enough attention in the current educational system, while too much emphasis has been on the development of the cognitive ability of the students, thus giving rise to the so-called "psychological crises" in education (Jacobson, 2020). With the evolution of educational psychology, the psychological problems of students in language learning are concerning more scholars in the educational circles and have been attached to great importance (McCrudden and Marchand, 2020). In particular, it has been argued that positive psychology is conducive to language learning, while negative psychology or psychological problems, hinders language learning. Specifically, positive psychology can enhance the positive emotional experiences of the students and cultivate healthy personality quality; meanwhile, it can help create a more effective learning atmosphere; moreover, it encourages the students to develop a positive outlook on life. It has been contended that anxiety can be the biggest psychological obstacle in learning a foreign language. For example, studies have revealed that anxiety in language learning affects the effect of language storage and output (Gumartifa and Syahri, 2021).
The vocalized reading practice has always been a popular teaching method to cultivate the sense of a language of students. In most cases, the students are impossible to learn a second language in its native linguistic context, so the vocalized reading practice becomes essential for the beginners to establish a speech signal system for a second language (Lou and Noels, 2020) in a traditional teaching method. In China, under the examinationoriented education evaluation system, most teachers and students are reluctant to spend time in the vocalized English reading practice. However, the vocalized reading practice can improve the oral English of the students, encourage them to communicate with English, and enjoy the charm of English rather than only learning it for the sake of examinations. Thereby, the interest of students in English can be aroused, as well as self-confidence in learning and speaking and English scores (Görgen et al., 2020). In terms of teaching, the English teachers should inspire the students to improve their oral English expressions and communications more through the vocalized reading practice. The application of artificial intelligence (AI) in English teaching can encourage students to chat in English, devise a dialog, and practice it with the robots in simulated environments. The AI robot provides learners with a simulated intelligent English context through individualized, diversified, and efficient methods to promote their autonomous learning.
The students with difficulties in English learning often lack self-confidence, have low interest in learning, and are easy to get cold feet in learning, so they are badly in need of help. This study aimed to improve the English learning effect of the middle school students and help them overcome the psychological problems in English learning. Section Literature review reviews the literature research on English learning anxiety and learning self-efficacy of the students; section Research methods and models puts forward the relevant hypotheses according to the existing research conclusions and explains the research methods and processes; section Results and Discussion lists and explains the actual investigation and analysis results, and finally, draws the research conclusion. Based on educational psychology, the vocalized reading practice in English learning is discussed, and its influence on relieving the English learning anxiety of the students is studied according to the self-efficacy theory and the schema theory. The research hypotheses are verified by a control experiment and a questionnaire survey (QS). Then, the experimental and QS data are statistically analyzed and tested through a regression model to explore the influence of self-efficacy, topic familiarity, and English scores on relieving the English learning anxiety of the students. Finally, the effect of vocalized reading practice is verified through different training results of the experimental class and the control class.

LITERATURE REVIEW English Learning Anxiety
An American psychologist Horwitz first proposes the concept of "foreign language classroom anxiety" and defines it as "a kind of self-perception, belief, and emotion related to language learning in the class." Horwitz finds that the students with foreign language classroom anxiety have less intention to speak in class, and they are nervous or afraid, often accompanied by a faster heartbeat, sweating, and other psychological problems (Horwitz and Albert, 2006).
Generally, the psychological problems in English learning include negative emotions, such as tension, worry, and fear, which seriously affect the learning effects of the students (Gawi, 2020). English learning anxiety can be subdivided into three dimensions, namely, communication anxiety, negative evaluation anxiety, and test-taking anxiety. Communication anxiety refers to the fear or anxiety about real-life or expected communication with others (Du, 2020). Na (2018) pointed out that the typical behavior of communication anxiety was avoidance or withdrawal; compared with fearless speakers, these students were reluctant to get involved in the conversations or take part in the social activities. Negative evaluation anxiety refers to the fear and depression from negative evaluation, as well as the expectation for a negative evaluation of others. Testtaking anxiety refers to the fear of poor exam performances of the students. The English learning anxiety of the students is summarized, as shown in Figure 1. The anxiety of the students mainly comes from English communication, social evaluation, English test, and the English learning environment. In English teaching practice, the teachers sometimes raise questions without giving the students enough time for consideration, which is believed to increase the psychological burden of students, especially, the English learning anxiety.

Vocalized Reading Practice Based on the Computer Simulation in Educational Communication System
A simulated intelligent learning platform based on AI technology can well-make up for the absence of a native linguistic environment in English learning, on which students can learn English anywhere and anytime by only using their mobile devices, and they can interact with their teachers or classmates freely. Meanwhile, the teachers can also use the intelligent learning platform to record the learning process of the students and analyze the evaluation results, thereby formulating better instruction courses for the students. The vocalized reading practice refers to the comprehensive application of phonetic knowledge and skills to transform static words into dynamic and emotional language expressions that can actively involve the multiple senses of an individual (Anwar, 2020). Some even regard the vocalized reading practice as an art form, while its roles are neglected by many in English learning. Thus, the roles of vocalized reading practice in language learning are summarized as follows.
The vocalized reading practice can help the students accumulate vocabulary, grammar, and cultural background, thereby broadening their horizons and improving their language expression proficiency. Further, the accumulated quantitative practices will eventually result in a spike in English performance, attended by uplifted self-confidence, and language skills (Gao et al., 2020). With the vocalized reading practice, the students can get an in-depth understanding of the reading materials, as well as an insight into the writing essence and literary style. In particular, it enables the students to feel the unique charm of English as a language (Calet et al., 2017). Through vocalized reading, the logical thinking and in-depth reading skills of the students can be significantly improved (Caldani et al., 2020).
The vocalized reading practice is the process of information processing by multiple body organs. An effective vocalized reading practice can form muscle pronunciation memory, deepen the brain's impression of word forms, and the understanding of the syntactic structure, and helps the students fabricate more sentences (Peng and Goodrich, 2020). The vocalized reading practice plays a critical role in the construction of sentence and discourse frameworks (Bourguignon et al., 2020). In English learning, the vocalized reading practice can cultivate the habit of oral expression of the students and help them build up solid memory for knowledge points, through which students can also feel the difference between phonemes and the changes in pronunciations (De Simone et al., 2021). Meanwhile, the vocalized reading practice can be used to train the pronunciation and intonation of the students, and it is also believed to be the best way to improve their listening and speaking skills. After long-term vocalized reading practice, the students can acquire a good sense of language and promote their written language automatically (Purwanto, 2019). Positive motivation, strong self-confidence, and low anxiety are believed to be favorable input information for the human language acquisition mechanism. On the contrary, lack of self-confidence, negative motivation, and strong anxiety are detrimental input information for the human language acquisition mechanism. In other words, creating a positive emotional experience using effective strategies is helpful in reducing the anxiety of students in practicing oral English. The teachers can alleviate the language learning anxiety of students by arousing their English learning interest and creating a comfortable English learning atmosphere.
Situational learning theory holds that learning is a social, practical, and differential resource-mediated participation process. It emphasizes that the students need to learn specific knowledge in a situational learning environment, that is, English learners need to learn English in a specific linguistic environment, through dialog and other interactive exercises in real or simulated real situations to achieve better learning results. The computer simulation in education communication (CSIEC) is an intelligent English learning system and includes an AI robot for chatting, a teaching platform, and software to recite English words (Choi et al., 2020). The chat robot can create a specific situation in which a dialog is proceeding naturally, and simulate the environment of the dialog in the text. The teaching platform mainly aims at the classroom learning needs of students, provides learning materials for them, and gives scores and feedbacks timely every time the students complete the exercises.

Self-Efficacy Theory in English Learning
According to Bandura's theory, the beliefs of a learner (selfefficacy) refer to the faith of a person in self-competence to complete specific tasks, which can help students complete a certain task in the learning process. Many studies on educational psychology have proved the role of self-efficacy in language learning (Namaziandost and Çakmak, 2020). Moreover, selfefficacy serves as a medium to transform knowledge into action and emphasizes the importance of the beliefs of the learners and motivation in learning. Therefore, to effectively implement knowledge and skills into practice, the self-efficacy of students should be cultivated and enhanced (McBride et al., 2020).
Self-efficacy regulates human function through cognition, drive, emotion, and decisions. All of these affect the selfrecognition of an individual, that is, when individuals encounter difficulties, the self-efficacy will encourage them to persist and deal with the pressure rationally and firmly (Perera et al., 2019). Syaful Anam and Elke Stracke studied the relationship between the learning strategies selection and self-efficacy of Indonesian students in English learning in a primary school (Margahana, 2019); the results showed that students with the higher self-efficacy adopted different learning strategies from those with lower self-efficacy because they believed in themselves in undertaking English learning tasks and could regulate their learning behaviors. This shows that self-efficacy influences the learning effects of students (Yao et al., 2019).
Currently, the relationship between the learning effect and self-efficacy has been proved by many scholars. However, the research on the role of vocalized reading practice in enhancing self-efficacy is very limited (Dorfman and Fortus, 2019). It has been argued that self-efficacy is not inborn but forms through daily activities, such as learning and practice. Reasonable teaching methods play an important role in improving selfefficacy (Burnette et al., 2020). It is necessary to arouse the interest of the students in English learning and improve their scores through the improvement of the self-efficacy of students, thus realizing their virtuous development (Marsh et al., 2019).

Topic Familiarity in English Learning
Cognitive science states that the learners' understanding of the topic depends on two factors. One is knowledge reserve, such as the general knowledge structure, also known as background knowledge or schema; the other is the information of the topic, namely, the meaning of the topic (Qiu, 2020). The cognitive linguists contend that background knowledge can be used for understanding and accepting new knowledge, which is beneficial to English language learning. If the topics fall into the schemata of learners, they will show cognition or awareness, have a clear understanding of the topic, and express themselves fluently and logically around the topic (Yang and Kim, 2020). In particular, when the topic arouses the interests of students, the speaker might speak more based on their own experiences (Klassen, 2020). In schema theory, an oral expression is considered an agile thinking activity. The students can interact with the materials and their schemata through the topic, and activate, reconstruct, and reproduce their expression in different ways to articulate logical sentences. Therefore, the activation of the corresponding schema in the brain may greatly affect the learning content of students (Intini et al., 2019).
The topic is a key factor of oral performance both in the oral tests and classroom activities. The different oral topics will show distinct difficulties for the students. Therefore, it is necessary to combine the topic familiarity with oral English performance. Thus, the topic selection should be based on the prior experiences of students while bringing new experiences. Most students usually fall into a loose state and seldom reflect on theirs lives. Thus, the teachers might think of better topics to stimulate the students to communicate with each other more, share their life experiences, express their thoughts in the classroom, thereby improving the topic awareness of students in English learning.

Research Hypothesis
The specific implementation process of the vocalized reading practice is as follows. The same English teacher from the control class will implement the vocalized reading practice in the experimental class by arranging self-study course and pronunciation guidance course, as well as various forms of reading practices. The present study aimed to help the students master reading skills, stimulate their interest in reading and learning, and help them overcome the psychological problems in learning English. The vocalized reading is a basic skill that the students are supposed to master, especially, when learning English, which can significantly improve their oral English; besides, it is the basis of memorization and an efficient way to learn English pronunciation and intonation; hence, the vocalized reading practice plays a positive role in stimulating the interest of students in learning and improving the quality of English teaching; additionally, the vocalized reading practice can cultivate the enthusiasm of students in learning English by changing negative learning attitudes toward the positive learning attitudes, and it can cultivate the enterprising spirit of students for active research and autonomous learning.
Taboada Barber et al. (2015) analyzed the role of vocalized reading practice in improving the reading comprehension ability and reading self-efficacy of middle school students under different language backgrounds. The group intervention and test suggested that the vocalized reading practice positively impacted the English comprehension and English learning self-efficacy of students. Accordingly, this study puts forward the hypotheses H1, H3, and H5. Hong et al. (2014) discussed the anxiety caused by the low self-efficacy of students in English learning, finding that the long-term low English scores would lead to the decline of self-efficacy, resulting in English learning anxiety of the students. Based on this, the present study puts forward the hypotheses H2, H4, and H6.
Before the implementation of the research method, the following hypotheses are put forward. H1: The vocalized reading practice can improve the topic familiarity of students in English learning. H2: The higher the topic familiarity of students in English learning, the lower is their English learning anxiety. H3: The vocalized reading practice can improve the selfefficacy of students in learning English. H4: The higher the self-efficacy of students in English learning is, the lower the degree of English learning anxiety is. H5: The vocalized reading practice can improve the English scores of students. H6: The higher the English scores of students are, the lower is their English learning anxiety.

Experimental Design and Research Methods
The purpose of the experiment is to explore the influence of vocalized reading practice on the topic of familiarity and selfefficacy of students in English learning, as well as English learning anxiety and the psychological problems of students in language learning. An experimental comparison method was adopted to analyze the effect of vocalized reading practice on the self-efficacy and English grades of students. The two classes of students with close English scores in grade two of S middle school in Suzhou, Jiangsu Province, China were recruited as respondents. S middle school ranks among the medium in local educational institutions in terms of teaching quality, and the English level of the respondents is moderate among the overall grade two students, which ensures the representativeness and authenticity of the research results. In total, 86 students in the two classes were involved in the experimental research, of which 44 students in class 1 were assigned to the experimental class, and 42 students in class 2 were assigned to the control class. The proportion of the boys and girls in the two classes was evened up.
In this study, several methods were used, such as control experiment, interview, and a QS. The experimental teaching method was used to explore the effectiveness of the vocalized reading practice on improving the oral English proficiency of middle school students. Meanwhile, the more flexible semistructured interview rather than the standardized interview was used for the middle school students given their particular age. The interviewer and the respondents were allowed to communicate freely during the interview according to the outline.
The control experiment was conducted on the experimental class and the control class for one semester. Specifically, the experimental class adopted the proposed reading strategies: to read according to guidance, read with pause, and read with speed. The control class was guided by the general reading materials. The control experiment chose the same teaching content for the two classes whose teaching progress were consistent, and in-class practice and after-class practices were all designed with the same contents; the experimental class was given an extra 20-min of vocalized reading practice compared with the control class which just received the routine teaching.
Then, the QS method was used. The topic familiarity scale was used to conduct the pre-test and post-test on the topic familiarity of the students in the two classes. The QS was divided into three dimensions: familiarity of cultural background knowledge, the familiarity of life experience, and familiarity of contextual meaning, which were used to investigate the students' mastery of social and cultural backgrounds, social experiences, the relationship between the context and language expression, and the explicit and implicit meanings of the reading materials. The QS contained 20 topics and was scored with a Likert fivelevel scale, which was consistent with the research questions. The higher the score is, the more familiar the students are with the topic in English learning. The English Learning Self-Efficacy Scale was used to conduct pre-test and post-test on the self-efficacy of two classes; the scale subdivided the self-efficacy into two parts: learning ability and learning behavior; learning behavior can reflect the motivation of students to complete learning; there were 10 questions in each dimension, with a total of 20 questions; five-point evaluation system was used to obtain the score of the QS; the higher the score is, the higher the sense of self-efficacy is; the English Learning Self-Efficacy Scale was used for the self-efficacy pre-test and post-test in the experimental class. Afterward, the Foreign Language Classroom Anxiety Scale (FLCAS) was used to measure the English learning anxiety and psychological problems of the students; the scale consists of 20 items, and four dimensions: communication anxiety, test-taking anxiety, negative evaluation anxiety, and general anxiety. The Likert five-point scoring method was used to calculate the score of the QS. The higher the score is, the more serious the anxiety of the student is.
The purpose is to study the influence of vocalized reading practice on the topic familiarity and self-efficacy of the students, as well as English grades improvement and overcoming their psychological problems in English learning. The teacher-tested FIGURE 2 | Comparison of the average English scores between the experimental class and the control class before and after the experiment (*indicates P < 0.05 compared with the post-test of the control class). and scored oral English of students before and after the vocalized reading practice.
The students filled out the QS anonymously, and their personal information was kept confidential. The vocalized reading practice lasted about 15-20 min for every section. The QS was distributed and recovered on the spot. The recovered effective QSs were statistically analyzed using SPSS 21.0, and P < 0.05 showed that the collected data had statistical significance. The results showed that the self-efficacy of students in the experimental class and control class was significantly different.

Descriptive Analysis Results of Key Variables
Before the experiment, the English scores of the experimental class and the control class are tested and compared. After the experiment, the paired-sample t-test and an independent sample t-test are conducted on the English scores of the two classes. Figure 2 shows the statistical results.
After the experiment, the average score of the experimental class is greatly improved, but the SD is reduced, which shows that the English scores of the students are more evenly distributed than before, and the learning effect is improved significantly. The average score of the control class increases, but the SD continues to rise, which indicates that there is still a big gap among the English scores of the students in the control class after the experiment, which has shown no significant improvement from pre-test English scores. The comparison of the average English scores reveals that the scores of the two classes show an upward trend; but the score improvement in the control class is not significant, while that of the experimental class is higher than the control class. Moreover, the reduction of SD indicates that the score gap in the experimental class is narrowed, which proves that the vocalized reading practice has a certain effect on improving the overall English grades of the students.
Subsequently, the effectiveness of the experimental results is further studied through post-test and pre-test. The students in the control class and the experimental class are required to complete the QS of English learning self-efficacy at the same time. The results are analyzed as follows. Figure 3 shows that before the vocalized reading practice experiment, the difference in the average score of English learning self-efficacy between the experimental class and the control class is very small, that is, the level of self-efficacy of the two classes is roughly the same. However, after the experiment, the scores of English learning self-efficacy of the experimental class are significantly improved, while the scores of the control class are almost unchanged. This shows that the English learning self-efficacy of the students in the experimental class is greatly enhanced, and the English learning self-efficacy of students in the control class is basically the same before and after the experiment.
Next, the topic familiarity of the experimental class and that of the control class are investigated through post-test and pretest. The students in the control class and the experimental class are required to complete the English learning topic familiarity scale at the same time to better prove the effectiveness of the experimental results. Figure 4 shows the QS results.   shows that before the experiment, the difference in the average score of the topic familiarity in English learning between the experimental class and the control class is very small, that is, the topic familiarity of the two classes is roughly the same. However, after the experiment, the scores of the topic familiarity of the experimental class are significantly improved, while the scores of the control class are almost unchanged. This shows that the students in the experimental class with the vocalized reading practice have a better mastery of the topic in English learning, while the students in the control class without the vocalized reading practice have almost the same topic familiarity in English learning before and after the experiment. Then, the English learning anxiety is investigated for the experimental class and the control class through pre-test and post-test. The students in the control class and the experimental class are asked to complete the English learning anxiety scale at the same time to ensure the effectiveness of the experimental results. Figure 5 shows the QS results. Figure 5 shows that before the experiment, there is a small difference in the average score of English learning anxiety between the experimental class and the control class, that is, the degree of English learning anxiety of the students in the two classes is roughly the same. However, after the experiment, the scores of the English learning anxiety of the students in the experimental class decrease significantly, while the scores of the control class hardly change or even increase. This suggests that the English learning anxiety of the students in experimental class with the vocalized reading practice is greatly reduced, while the English learning anxiety of the students in control class is the same before and after the experiment. Figures 2-5 indicate that the vocalized reading practice is simple and easy to be used, and it has various forms and can arouse the learning enthusiasm of the students, specifically, for those students with learning difficulties. Through the vocalized reading practice, the students can read English texts skillfully and fluently, understand the meaning of the text, and learn cultural backgrounds around English. Meanwhile, while reading aloud students can also stimulate their multiple sensory organs by listening to themselves, which can help to improve their listening skills by practicing pronunciation and getting themselves familiar with the characteristics of oral English.

Analysis of the Correlation Between the Topic Familiarity of the Students in Learning English and Their English Learning Anxiety
The post-test topic familiarity of the students and their English learning anxiety are plotted to show the influence of topic familiarity on the English learning anxiety of the students under the vocalized reading practice.
As Figure 6 suggests, the scatter between the topic familiarity and the English learning anxiety shows a downward straight line from the upper left corner to the lower right corner, which indicates that there is a negative linear relationship between the topic familiarity and English learning anxiety. The more familiar the students are with the topic, the lower the English learning anxiety is.
The regression analysis is conducted to fully understand the relationship between the topic familiarity and English learning anxiety. The topic familiarity is taken as an independent variable, while English learning anxiety is used as the dependent variable. The regression analysis (Table 1) shows that the topic familiarity can be introduced into the regression model, indicating that the topic familiarity can partly predict the English learning anxiety of the students and is closely related to their English learning anxiety. The higher the students' mastery of the topic content is, the lower the degree of English learning anxiety is. Thus, the hypotheses H1 and H2 hold.
The regression results show that topic familiarity has a good predictive effect on the English learning anxiety, and the model significance is P = 0.000 < 0.05, indicating that the whole  regression model has statistical significance. In the regression coefficient table, the t-value is 243.457, and the coefficient significance of the model is P = 0.000 < 0.05, indicating that the original hypothesis data can be accepted, and the whole model is valid. Hence, the final regression equation is deduced: English learning anxiety = 165.685 -2.312 * topic familiarity.

Analysis of the Correlation Between the Self-Efficacy in English Learning and English Learning Anxiety
The scatterplot of post-test self-efficacy in English learning and English learning anxiety of respondents is drawn to show the effect of self-efficacy in English learning anxiety of the students under the vocalized reading practice.
The scatter between self-efficacy and English learning anxiety shows a downward trend from the upper left corner to the lower right corner, indicating that there is a negative linear relationship between the self-efficacy of the students in English learning and English learning anxiety (Figure 7). According to the scatterplot, the higher the self-efficacy of students is, the lower their English learning anxiety is. Self-efficacy is taken as an independent variable, and English learning anxiety is taken as the dependent variable for the regression analysis to fully understand the relationship between self-efficacy and English learning anxiety of middle school students. The regression analysis (Table 2) suggests that self-efficacy can be introduced into the regression model, indicating that selfefficacy can partly predict the English learning anxiety of the students, thus proving that self-efficacy is closely related to the English learning anxiety of the students. Thus, the hypotheses H3 and H4 hold.
The regression results show that the self-efficacy has a good predictive effect on the English learning anxiety, and the model significance P = 0.000 < 0.05, indicating that the whole regression model has statistical significance. In the regression coefficient table, the t-value is 178.586, and the coefficient significance of the model is P = 0.000 < 0.05, indicating that the original hypothesis data can be accepted, and the model is valid.  Hence, the final regression equation is deduced: English learning anxiety = 143.685 -1.834 * self-efficacy.
In summary, the students should be cultivated with empathetic reading and learning skills based on their full understanding of the reading materials and imaginations, which can be perfectly realized through the vocalized reading practice. Meanwhile, the teachers should take individual differences into account while striving to devise a universal learning method for the students in the vocalized reading practice. The students with outstanding reading performances should be honored and encouraged, thereby cultivating their sense of accomplishment, which in turn, can strengthen their aspiration for the vocalized reading, thus forming a higher sense of self-efficacy.

Analysis of the Correlation Between English Grades and English Learning Anxiety
The scatterplot of post-test English learning scores and English learning anxiety of respondents is drawn to show the influence of English grades of the students on their English learning anxiety under the vocalized reading practice (Figure 8).
The scatter between the English grades and English learning anxiety of students shows a downward trend from the upper left corner to the lower right corner, indicating that there is a negative linear relationship between the English grades and English learning anxiety of students. The better their English grades are, the lower their degree of English learning anxiety is.
The regression analysis is conducted on the English grades and English learning anxiety of the students to fully understand the relationship between the English grades and English learning anxiety. The English grades of the students are taken as the independent variable, and learning anxiety is taken as the dependent variable. The regression analysis (Table 3) reveals that the English grades of the students can be introduced into the regression model, indicating that the English scores can partly predict their English learning anxiety and English grades of the students are closely related to their learning anxiety. The better the English grades of the students are, the lower the degree of English learning anxiety is. Thus, the hypotheses H5 and H6 hold.  The results show that English grade has a good predictive effect on English learning anxiety, and the model significance is P = 0.000 < 0.05, indicating that the whole regression model has a statistical significance. In the regression coefficient table, the tvalue is 185.742, and the coefficient significance in the model is P = 0.000 < 0.05, showing that the original hypothesis data can be accepted, and the model is valid. Hence, the final regression equation is deduced: English learning anxiety = 178.685 -1.268 * English grades of the students.

DISCUSSION
The vocalized reading practice is an essential method in English learning, which is simple and interesting, during which, the teachers should create a relaxed and pleasant reading environment for the students, reward them with excellent performance, and cultivate them with a correct view on success or failure, as well as difficulties and achievements. Meanwhile, there is a need for the teachers to let students positively evaluate their self-learning ability, understand the essence of learning, discard negative outlooks on learning, and arduously face difficulties in learning. The vocalized reading practice can help the students accumulate English vocabulary, develop English thinking habits, and cultivate English language sense and imagination. On this basis, the students will be relaxed and be more fluent at expressing themselves in writing. By developing their listening, speaking, reading, and writing skills in English, the students can get a sense of accomplishment in learning. Meanwhile, the English performance of the students will be improved, which, in turn, helps to uplift their confidence and self-efficacy in learning English.
This study conducted a controlled experiment and a QS, and the data results are statistically analyzed and tested using the regression model. The results show that the average scores of self-efficacy, English scores, and topic familiarity of the students in the experimental class are significantly improved, while the average scores of the students in the control class almost have not changed. This shows that the vocalized reading practice has a certain effect on improving the English scores, self-efficacy, and topic familiarity of the students. The results of the regression analysis prove that the English scores, self-efficacy, and topic familiarity can better predict English learning anxiety. Overall, there is a significant correlation between English learning anxiety and English learning self-efficacy, topic familiarity, and English scores. Ardasheva et al. (2018) pointed out that the correlation between learning anxiety and self-efficacy was confirmed through the data analysis, which was proved in this study. Zhang et al. (2020) also confirmed that the positive psychological state of the students could promote the smooth development of teaching activities and strengthen the teaching effect.
It has been contended that if the learners experience too much frustration and anxiety while learning, their initially low self-efficacy may completely change to learned helplessness, and, as a result, they may give up continuing efforts and attempts. It is found that in the process of teaching, some students are completely uninterested in learning. They are indifferent toward the success or failure in learning, despite the unremitted efforts of the parents or teachers. It helps the students to learn to notice their negative anxiety consciousness and experience in time and talk about them with their teachers. Moreover, the teachers should cultivate the students with a challenging spirit against learning anxiety by strengthening their positive behaviors and encouraging their slightest progress.
To help the students shape effective English learning strategies, the English teachers should emphasize the importance of vocalized reading practice. In particular, the students should be trained with social strategies to create a learning environment conducive to overcoming the psychological anxiety of the students, thus improving their learning effect.

CONCLUSION
English learning, like other language learnings, is a long and arduous process, in which a suitable linguistic environment is essential for reading and oral practices. The application of the CSIEC system based on AI in English classroom teaching can create an English linguistic environment for the students, provide functions, such as words dictations, listening exercises, and timely feedback. As an intelligent English learning platform, the CSIEC can also stimulate the interest of learners in learning and improve their learning motivation.
Here, the vocalized reading practice in English learning is specifically discussed to study its influence on the English learning anxiety of the students based on educational psychology, the theory of self-efficacy, and the schema theory. Some hypotheses are put forward, concerning the effects of self-efficacy, topic familiarity, and English grades on the English learning anxiety of the students under the vocalized reading practice. The results suggest that the vocalized reading practice can improve the topic familiarity of the students in English learning and their English scores, thus reducing the English learning anxiety and improving their self-efficacy in English learning.
This study adopts a specific and operable educational intervention to help the students with difficulties in English learning. Additionally, this study has great significance to promote each student to obtain maximum development. Due to the limited conditions, the tests on the respondents cannot be conducted. The selected respondents are from the two classes in one school, which cannot represent all the students, and the experimental results are not universal.

DATA AVAILABILITY STATEMENT
The original contributions presented in the study are included in the article/Supplementary Material, further inquiries can be directed to the corresponding author/s.


NEED ANALYSIS OF STUDENT WORKSHEET (LKS) OF IONIC EQUILIBRIUM AND pH OF THE SALT SOLUTION BASED ON PROBLEM SOLVING

Problem solving skills are one of the skills needed by students in the era of the industrial revolution 4.0, so it becomes a challenge for a teacher to design creative learning. One of the media that supports students' problem solving skills is to use worksheets. Meanwhile, the worksheets used so far are general in nature. Suitable worksheets are developed that support students in solving problems, namely problem solving-based worksheets. This study aims to analyze the need for problem solving-based student worksheets. This type of research is a qualitative descriptive study. This needs analysis is part of the research and development of the 4D model, specifically the Define stage. The subjects in this study were students of class XII in SMA Negeri 3 Cirebon City and chemistry teachers as informants. The results showed that students needed worksheets that were more attractive and easy to understand. The worksheets available are in accordance with KD, KI and the 2013 curriculum, but not yet according to student needs. Based on data obtained from several analyzes including analysis of student perceptions, teacher perceptions, student characteristics, curriculum, assignments, concepts and analysis of learning objectives. So it is necessary to develop problem solving worksheets, especially in the matter of ionic equilibrium and pH of salt solutions which can train students to solve problems and relate theory to facts in everyday life.

INTRODUCTION
One of the biggest challenges for teachers in the era of industrial revolution 4.0 is making learning designs that can improve problemsolving skills in students (Purwaningsih et al., 2020); Learning is not just transferring knowledge, but prioritizing the involvement of students actively in the learning process. Student activities in the learning process can be supported Jurnal Pendidikan Matematika dan IPA Vol. 12, No. 2 (2021) h. 137-147

Faizah, Suciati Rahayu Widyastuti
Need Analysis of Student Worksheet (LKS) of Ionic Equilibrium and pH of The Salt Solution Based on Problem Solving through a variety of learning methods or media so that later students have thinking and solving problems independency in everyday life. Based on this, teachers are expected to use teaching materials that can make students more active in solving problems as a tool in the learning process and can be used as a learning resource. One of the teaching materials that teachers can use to create active and independent learning is using Student Worksheets (LKS).
Worksheets are a printed teaching material in the form of sheets of paper containing material, summaries, and instructions for implementing learning tasks that must be done by students which refer to the basic competencies that must be achieved (Prastowo, 2015). Worksheets includes printed teaching materials (in addition to handouts, modules, books) that can help teaching and learning process (Zulyadaini, 2017). Worksheets can improve conceptual understanding of students (Zulianti, Kadaritna & Efkar, 2017). In addition, student worksheets can help students improve scientific literacy of students (Ekantini & Wilujeng, 2018). Therefore, student worksheets are needed to support learning activities (Susanti, Poedjiastuti & Taufikurohmah, 2018). However, the worksheets used must also have certain characteristics according to student needs, because not all existing worksheets are suitable for the conditions and needs of students.
Chemistry is a distinctive scientific discipline, one of its peculiarities is that it contains abstract concepts, but in fact chemistry is very closely related to everyday life (Faizah et al., 2013). The ionic equilibrium material and the pH of salt solution are contextual material and closely related to everyday life, for example baking soda, chlorine, bleach solution and so on. Worksheets that are suitable to developed to facilitate students' ability to solve problems, namely problem solving-based worksheets (Hadinurdiana & Kurniati, 2018). This is because in the problem solving model learning activities, individuals are faced with problems that must be solved, there are stages in solving problems, namely gathering information, formulating hypotheses, testing hypotheses and drawing answer conclusions on problems. Problem solving has the advantage of strategies to understand real-life problems and can help students develop new knowledge. This is in line with the statement of Ruci & Purnomo (2020) that the use of problem solving stages in learning activities is expected to develop students' abilities to find a new concept from the problem solving activities carried out. In addition, problem solving skills are very important for students and their future (Wena, 2012).
The problem-solving process provides opportunities for students to play an active role in learning, looking for, and finding their own information so that it can be processed into concepts, principles, theories, and conclusions. The process is arranged in stages on a worksheet according to the stages of problem solving. Huda (2013) defined problem solving method as a way of presenting learning material by making the problem as starting point for discussion to be analyzed and synthesized in an effort to find solutions or answers by students. Problem solving will Jurnal Pendidikan Matematika dan IPA Vol. 12, No. 2 (2021) h. 137-147

Faizah, Suciati Rahayu Widyastuti
Need Analysis of Student Worksheet (LKS) of Ionic Equilibrium and pH of The Salt Solution Based on Problem Solving increase intellectual power in solving difficult problems because students are given the opportunity to explore themselves by combining the knowledge they already have, namely declarative, procedural, conditional. (Căprioară, 2015). Several other advantages are that the application of problem solving learning models can also improve learning outcomes (Simatupang, 2019) and can improve students' science concepts because students are accustomed to being trained in the ability to give reasons and solve problems (Cheng, She & Huang, 2018). In addition, a problem solving approach can improve problem solving skills (Putra & Syarifuddin, 2019).
Generally teachers use student worksheets in their learning process, but the worksheets used are obtained from the publisher so that these student worksheets are still universal and not specific, even though each worksheet in the student worksheets can help students be active in the learning process such as improving students' ability to solve problems (Jannah et al., 2020). Therefore, before developing student worksheets, it is necessary to carry out a needs analysis to find out the various problems contained in chemistry learning, as well as to examine the strengths and weaknesses of student worksheets that have been used as handbook worksheets.
The development of teaching materials in the form of problem solving-based worksheets has been carried out by several other researchers in the field of chemistry (Pramesti, Rudibyani & Sofia, 2017); (Zulianti et al., 2017); (Ardiani et al., 2017). While research on the analysis of the needs of student worksheets in learning has also been carried out by several researchers (Ayuwandari & Kusumawati, 2019); (Fadilah, 2019); (Putra & Syarifuddin, 2019). Problem solving worksheets have also been developed in physics learning and the results can be used to make students more confident, active and interested in the problems given (Kahar, Wekke & Layn, 2018), while the problem solving-based physics worksheets that have been developed by Alvino et al., (2020) can be used to achieve critical thinking skills. In addition, research-based learning worksheets have been developed to improve creative thinking skills (Krisdiana et al., 2019). This is convinced by the results of Putri (2020) which reveals that problem solving worksheets have a major influence in improving students' creative thinking skills. The ability to solve problems can also be improved through teaching materials oriented to problem-based learning models (Siagian, Saragih & Sinaga, 2019).
This study aims to analyze students' needs for problem solvingbased worksheets as an effort to improve their problem-solving skills. Needs analysis aims to collect information about the problems contained in chemistry learning and their causes, the implementation of learning and the obstacles that occur, the use of student worksheets and their shortcomings. The results of the needs analysis are used as the basis for determining alternative solutions and recommendations for the specifications of the worksheets to be developed.

METHODS
This type of research is a qualitative descriptive study that aims Jurnal Pendidikan Matematika dan IPA Vol. 12, No. 2 (2021) h. 137-147

Faizah, Suciati Rahayu Widyastuti
Need Analysis of Student Worksheet (LKS) of Ionic Equilibrium and pH of The Salt Solution Based on Problem Solving to analyze students' needs for problem solving worksheets on ionic balance and pH of salt solution. This needs analysis is a series of parts of the research and development (R&D) 4D model (Define, Design, Develop, and Disseminate) to be precise the Define stage. At this stage, initial information is collected on problems in chemistry learning as well as the availability of learning tools and support. This stage includes analysis of student perceptions, teacher perceptions, analysis of student characteristics, analysis of curriculum, analysis of tasks and concepts, as well as indicators and learning objectives. Subjects in this study were 50 students of class XII MIPA 1 and MIPA 2 in SMA Negeri 3 Cirebon, involving 3 Chemistry teachers as research informants based on purposive sampling. The research data were collected through a student perception questionnaire sheet containing 13 closed questions with yes and no answers. This questionnaire aims to determine students' perceptions of the need for problem solving-based student worksheets. In addition, the teacher perceptions questionnaire sheet was also collected as research data which aims to answer the shortcomings of handsheets, descriptions and learning constraints in class. Meanwhile, the analysis sheet for curriculum documents and the analysis sheet for assignments and concepts aims to analyze the conformity with the applicable curriculum.

RESULTS AND DISCUSSION
Problem solving-based worksheets are designed based on needs analysis. The planned problem solving must be clear about the procedures that will be followed by students (Hidayat & Irawan, 2017). The needs analysis activity begins with the analysis of students' perceptions of chemistry learning, analysis of teacher perceptions, analysis of student characteristics, analysis of curriculum and analysis of assignments and concepts.

Results of Student Perception Analysis
This student perception analysis aims to obtain information about the student worksheets product specifications needed by students, so students are given a questionnaire about students' perceptions of chemistry learning as well as information about the student worksheets used so far. Based on the data obtained from questionnaires that have been distributed, the results show that as many as 68% of students stated that chemistry is a subject that is considered difficult and does not relate to facts in everyday life, in fact chemistry is very close to students' daily lives. This is because students are not accustomed to contextual learning, but if students are accustomed to linking chemical theory to everyday life, students will find it very easy to do problem solving-based learning activities.
The learning resource that students use so far is in the form of handbooks, but almost all students (94%) also use the internet as a learning resource, because in studying textbooks owned by students, as many as 70% of students also experience problems and difficulties in learning them, especially in the subject matter. As many as 60% of students were given worksheets by their teachers, but students still found worksheets limitations including incomplete material, difficult explanations to understand the content and language so that assistance was needed in the form of explanations from the teacher. Worksheets designs are less attractive because they generally use opaque paper and black and white prints and are less varied so that students feel bored quickly and do not attract interest in learning. As many as 64% of students have difficulty understanding the material through the media and methods applied. As many as 78% of students have never used problem solving-based worksheets so that almost 100% of students need problem solving-based worksheets. Based on the findings obtained from students' perceptual data, it is necessary to develop problem solving worksheets, especially on the material of ionic equilibrium and pH of salt solutions.
In addition to the questionnaire in closed questions, open questions were also provided in the form of student responses about the advantages and disadvantages of handbook worksheets. The results of students' responses to the current handbook worksheets can be summarized in Table 1.

Lacks of worksheets Advantages of worksheets
Lack of understanding of the material from the worksheet provided, because in the worksheets there are more practice questions than understanding of the material In the worksheets the material is quite short The language is difficult to understand, the material is incomplete, the lack of practice questions, sometimes there are chapters that are not included, do not learn concepts, concepts are incomplete, there are questions that are not understood, explanations are not in detail, many materials are not in the book, explanations are in the media image which is not clear.
Worksheets facilitate the search for the material being studied.
This handbook of worksheets can only be read/ studied in a fairly short time because of the small amount of material contained in the worksheets.
Worksheets facilitate the search for the material being studied.
Worksheets used by students who are less creative will be left behind compared to other students .
There is already a way to determine the ion balance and pH of the salt solution

Results of Teacher Perception Analysis
This teacher perception analysis aims to obtain information about the use of worksheets as one of the teaching materials used so far. A total of 3 (three) chemistry teachers were respondents in filling out the teacher perception questionnaire. The results of the analysis of teacher perceptions included that almost all chemistry teachers used published worksheets for Chemistry. However, all teachers saw the limitations of the commonly used handsheets, for example incomplete material, explanatory techniques, inadequate practice questions and practicum sheets. In addition, the teacher assessed that the worksheets had a monotonous design (blurry print) and was not colored, so that it caused students to be less enthusiastic in using the worksheets. Almost all teachers have difficulty learning about ionic equilibrium and pH of salt solutions. This is due to the similarity of the ionic equilibrium and pH of the salt solution with the previous material, namely the buffer solution, so that students are still quite difficult to distinguish between the two materials. In addition, teachers have never developed problem solving-based chemical worksheets so that all chemistry teachers at SMA Negeri 3 Cirebon City need problem solving-based chemistry worksheets that have been developed.

Results of Student Characteristics Analysis
Student characteristic analysis is carried out to examine student characteristics in accordance with the worksheets development plan that has been determined in the analysis of student needs, background abilities and student cognitive levels. In general, students at SMA Negeri 3 Cirebon City have almost the same characteristics cognitively for each class so that there are no superior classes, because students who have low, medium and high cognitive abilities are scattered in each class. The socio-economic condition of the students' families is also evenly distributed, starting from middle to lower and middle to top. Not all are superior in terms of the family economy. The livelihoods of student guardians are also very diverse, ranging from state and private civil servants, laborers, state-owned enterprises employees, TNI/ POLRI to retired officers. Most students have received knowledge of chemistry when they are still at the junior high school level which is integrated into science subjects. This causes students to have a high curiosity about chemistry in Jurnal Pendidikan Matematika dan IPA Vol. 12, No. 2 (2021) h. 137-147 Faizah, Suciati Rahayu Widyastuti Need Analysis of Student Worksheet (LKS) of Ionic Equilibrium and pH of The Salt Solution Based on Problem Solving particular so that students can get used to solving problems

Results of Curriculum Analysis
Curriculum analysis at this stage includes Competency Standards (SK), Core Competencies (KI) and Basic Competencies (KD) which are in accordance with the curriculum used in schools, namely the 2013 curriculum. This curriculum analysis aims to determine whether the material is sufficient to achieve the curriculum goals in developing the problem solving skills (Yanto, 2019), So that the analysis at this stage is to know the competencies that must be achieved in accordance with the learning objectives, namely the ion equilibrium material and the pH of the salt solution. Based on the curriculum files that apply in schools, the indicators described are in accordance with the provisions in the 2013 revision of the 2017 curriculum. Constraints that occur when the teaching and learning process takes place, the worksheets used are still not in accordance with the needs of students and the material on the worksheet is not easy to understand and explanation which is less detailed so that it is necessary to develop worksheets that function to facilitate students in learning the material with a problem solving model.

Results of Task Analysis
This task analysis aims to identify tasks that must be done by students at each meeting in achieving learning objectives (Fadilah, 2019). This task analysis also ensures a thorough review of the tasks in the worksheets according to the concept and syntax (steps) of the problem solving approach, namely formulating problems, analyzing problems, formulating hypotheses, collecting and classifying data and proving hypotheses. There are practice questions in both essay and multiple choice form at the end of the worksheets. The final result of the task analysis is the availability of problem solving worksheets that will be used at the next development stage

Results of Concept Analysis
Concept analysis aims to determine the materials needed in developing worksheets to achieve competency achievement indicators (Putra & Syarifuddin, 2019). The concept is applied using problem solving steps whose learning activities are used to optimize the learning process in order to increase student learning outcomes (Fadilah, 2019) and the ability to solve problems, especially in material related to everyday life. The concepts needed in learning are then arranged in the form of a concept map so that they can explain the related material according to the sequence of competency attainment indicators. The concept map of the ionic equilibrium material and the pH of the salt solution can be seen in Figure 1.

CONCLUSION
Based on the analysis data obtained, it shows that students need worksheets that are more interesting to learn and easy to understand so that they can understand chemical concepts Jurnal Pendidikan Matematika dan IPA Vol. well. In general, the handbook worksheets used so far are good and in accordance with the KD, KI and indicators in the applicable 2013 curriculum, but they are general in nature and not yet in accordance with the needs of students both in terms of material context and their approach is less facilitating in solving problems. The learning that has been carried out so far has been in accordance with the applicable curriculum learning standards, but teachers have experienced difficulties in carrying out learning material on ionic equilibrium and the pH of salt solutions, especially in terms of directing students' ability to solve problems. Based on the results of the needs analysis that has been obtained from several analyzes which include student perception analysis, teacher perception analysis, student characteristic analysis, curriculum analysis, task analysis, and concept analysis, it is necessary to develop problem solving worksheets, especially on ion equilibrium and the pH of the salt solution. It is hoped that students can practice problem-solving skills and connect theory with facts in everyday life so that students no longer find it difficult to learn chemistry and can improve student learning outcomes.


Development of Resilient Measurement Instruments for High School Students in Denpasar

Conflict of Interest Disclosures: The authors declare that they have no significant competing financial, professional or personal interests that might have influenced the performance or presentation of the work described in this manuscript. Abstract: The purpose of this development research is to determine the value of the validity and reliability of the tough character instrument. This study was designed with research and development methods. Analysis of the data used in the CVR and CVI tests from Lawshe, the empirical test with the product moment formula, while to test the reliability using Cronbach's alpha. The instrument validation test was carried out by experts. The results of data analysis using the Lawshe CVR test obtained an item value (CVR> 0), then the CVI value was obtained at 0.96, this value means that the content validity index of 45 items in the tough character instrument is very good. The results of the calculation of the validity of the item validity test using the Product Moment formula according to the valid category criteria. this shows that the level of reliability of the tough character instrument is very high, so this tough character instrument product is very important to be developed for students in high school.

Introduction
Regulation of the Minister of Education and Culture of the Republic of Indonesia No. 20 of 2018 concerning PPK in Formal Education units, article 2 paragraph 1 explains that: "Strengthening Character Education (PPK) is carried out by applying the values contained in Pancasila. Character education which mainly consists of religious values, honest, tolerant, disciplined, hard working, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievements, commucative, peaceloving, likes to read, cares about the enviroment, cares about social, and is responsible" (Kemendikbud, 2018). ISSN : Print 2598-3199 -Online 2598 (Development of Resilient Measurement Instruments for High School Students in Denpasar) As it is known that the globalization process will continuously have an impact on changing the character of Indonesian youth, the lack of character education will cause a moral crisis that results in negative behavior in adolescents in schools and society. The importance of character education is to improve one's abilities when dealing with problems, difficulties and obstacles that come in his life. Everyone has different problems, difficulties and obstacles in his life and also how to face and resolve and deal with them is different, this depends on each individual.
Everyone is strived to have optimal ways and abilities when dealing with obstacles, to have confidence and optimism to be able to complete every task and job given as best as possible to be able to find a way out of the problem at hand so as to be able to complete or complete any given job or task. . The results of observations made at SMA Dwijendra Denpasar in the 2020/2021 school year, it was found that students with pessimistic symptoms and behavior, gave up easily in the face of obstacles and obstacles found during the learning process and were less serious in doing a task.
The results of observations or observations also found that there were students who played with social media so that they were often absent during class hours and ignored the assignments given by the teacher. After interviewing the students, information was obtained on how students' attitudes towards the tasks given by the teacher were obtained. Some students say that they do and complete assignments seriously in various ways in order to get grades from the subject teacher, but others only do their best and some even don't do and collect assignments given by the subject teacher. because they think the task is difficult to do so the student must be called to the BK room to get further treatment by the Counseling Guidance Teacher.
Based on the results of research conducted by (Chisholm et al., 2006), it is concluded that by developinginstruments self-endurance can help students in knowing the character of toughness in themselves, self-resistance in the face of obstacles and students are able to complete the given task. Theinstrument selfendurance developed can meet the acceptance criteria to be used as an instrument to support the implementation of Counseling Guidance services in schools.
The results of observations of the phenomena that have occurred so far are that many students do not have the motivation to complete their assignments on time, like to procrastinate and buy time, do not focus on doing assignments, do not want to complete work and tend to feel lazy. Students who have self-endurance lowshow their inability to complete the work and tasks given well to completion, lack of self-effort, work carelessly and easily give up when doing tasks that are considered difficult. Meanwhile, students who have high self-endurance will show the opposite, such as being able to complete the tasks and work given well to completion, having their own spirit and hard work, working responsibly and always trying According to (Dharsana, 2015) self-endurance is the need to be able to withstand obstacles including doing work to completion, working hard on tasks. Students without a strong desire to complete work to completion, easily give up when doing assignments, like to procrastinate and choose the tasks given, it can be said that these students have self-endurance low. Students with great responsibility and enthusiasm in completing tasks to completion, always trying to find a way out for any obstacles found, it can be said that these students have high self-endurance . self-endurance is an aspect of individual resilience to what extent a person's speed and accuracy in solving problems.
According to (Kobasa, 1979in (Putra et al., 2017, a tough personality is a personality trait that can make a person stronger, more resilient, more stable, and more resilient optimistic in dealing with stress. Resilience is the attitude and behavior of never giving up or never giving up when facing various difficulties in carrying out activities or tasks so that they are able to overcome these difficulties in achieving goals. Indicators of a tough attitude are: trying to achieve goals, persevering and enthusiastic, working hard and agile and quickly rising from failure. Attitude and affective aspects are matters related to psychology so that in the assessment and measurement a non-test instrument is needed. According to Zainul (2005: 5) in (Adib, 2015) that measurement is the process of giving numbers or numerical descriptions of the extent to which students have been able to reach a level. In this measurement using an instrument in the form of a questionnaire. Questionnaires or questionnaires are written data collection tools that contain a series of questions or statements related to certain topics filled out by students or respondents and the results are used to explore and collect information, information or data as needed. The purpose of this study was to develop a tough character instrument for high school/vocational high school adolescents and to describe the validity of content, empirical validity and reliability of the instrument of tough character in adolescents.
Bisma The Journal Of Counseling, Open Access, https://ejournal.undiksha.ac.id/index.php/bisma From the background and problems related to the importance of developing tough character instruments, the researchers are interested in researching this and taking the title: "Development of Tough Character Measurement Instruments for High School / Vocational High School Adolescents in Denpasar in 2021".

Method Data Analysis Procedure
Research was designed with research and development method to produce and develop a tough character assessment instrument for teenagers in high school / vocational school in Denpasar. According to (Dantes, 2017) there are ten steps that need to be taken in developing the instrument, namely: (1) setting the test objectives (the purpose of this test was identified through observations on students during the COVID-19 pandemic and interviews with several BK teachers in high schools / vocational schools in Denpasar). related to the tough character of students in completing the tasks given by the teacher; (2) analysis of books and learning resources that are relevant to the problem objectives with the aim of strengthening theories and products; (3) making a grid based on theory and indicators; (4) product design based on the grid that has been arranged; (5) validation of the concept by presenting 5 experts and giving a score on each aspect between 1-4 the lower total score indicates an inappropriate character rating scale and a higher total score indicates the feasibility of the rating scale tough character; (6) product revision; (7) limited test reproduction; (8) test trials (empirical validation) were conducted on 46 SMA/SMK students ang; (9) analysis of test results (validity test) (10) assemble questions. To determinevalidity,validity content Lawshe's formula for contentratio (CVR) can be used by involving 5 experts or practitioners with the following scores: 1 = irrelevant, 2 = less relevant; 3 = relevant The formula can be described as follows: (Lawshe, 1975) Information: CVR = Content Validity Ratio ne = number of panelists who gave an assessment (relevant) N = Number of panelists Apart from CVR, the overall validity value is determined using the Content Validity Index (CVI) with the formula as following: (Lawshe, 1975) Furthermore, the empirical validity test was carried out empirically on students of SMA Dwijendra Denpasar and SMK Negeri 2 Denpasar with 46 students and the test used the formula Product Moment as follows: (LAWSHE, 1975)

Results and Discussion
This discussion shows the results that the product of a tough character instrument for high school / vocational students in Denpasar city needs to be developed, based on the results of validation data analysis by experts, an agreement was obtained between the experts and based on the content validity test of the items and based on the test. reliability regarding the importance of tough character instrument products.
The results of data analysis using the Lawshe CVR test obtained a point value (CVR> 0), then the CVI value was obtained a value of 0.96, this value means that the content validity index of 45 items in the tough character instrument is very good so it is feasible to be developed for teenagers. The next test that is carried out is the calculation of the validity of the items with using the Product Moment formula and to determine the level of validity, while the test criteria are the criteria for items in the valid category if rhit > rtab at a significant level of 5% N = 46, then rtab is obtained 0.291. Judging from the results of the calculation, out of 45 items, 1 item was declared invalid, namely item number 41 because rhit < rtab and 44 items were declared valid or feasible.
The next test is to determine the reliability using Cronbach's Alpha the reliability coefficient of r ii hit is 0.52 and from the IBM statistical application SSPS 4.2 the reliability result is 0.999. This shows that the reliability level of the tough character instrument is very high, so the product of the tough character instrument is important to be developed and can determine the high toughness of high school/vocational high school students.

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Bisma The Journal Of Counseling, Open Access, https://ejournal.undiksha.ac.id/index.php/bisma With this tough character instrument, it can be used to determine the level of toughness in high school/vocational high school students, where in this study the researcher developed a tough character instrument by describing the aspects (self-endurance) proposed by (Dharsana, 2015), namely (1) persist in continuing to work until it is finished, (2) try to persist in completing the work to completion, (3) persist in working hard on a task or job. The development of this tough character instrument has implications for counseling guidance services where this questionnaire can be used as an early detection tool in knowing the high and low of tough characters in high school / vocational high school students. By knowing early, the low level of tough character in students, it can help Counselors or BK teachers in providing counseling and guidance services that are more targeted and optimally adapted to the high and low tough characters experienced by high school / vocational students in Denpasar city.
This research is in accordance with research conducted by Dewi Sulistrisiana, et al in 2020 with the title: Development of Instruments to Measure Self-Endurance. Where aspects (self-endurance) are divided into 3, namely: (1) persisting to continue working to completion, (2) trying to persist in completing the work to completion, (3) persisting in working hard on a task or job. The results of this study are based on the results of the assessment of 5 experts, the self-resistance instrument with 40 approved items obtained results of more than 0 (> 0) which means 40 items are declared valid. Furthermore, CVI data analysis with a result of 0.98 or CVI more than 0, then the questionnaire instrument is declared valid. After calculating the reliability value (r11), the instrument of self-resistance is 0.918 with a very high reliability category.

Conclusion
Research and development resulted in an instrument in the form of a tough character questionnaire for high school/vocational high school students in the city of Denpasar. The research model used is the development of Research and Development (R & D).
The results of expert or expert validation, development or tough character instruments obtained a content validity index (CVI) of 0.96, which means this instrument is very good. Test the validity of the instrument with the criteria for the items in the valid category if rhit > rtab at a significant level of 5% N = 46, then the Rtab is 0.291. Judging from the results of the calculation, out of 45 items, 1 item was declared invalid, namely item number 41 because rhit < rtab and 44 items were declared valid or feasible. The next test is to determine the reliability using Cronbach's Alpha, the reliability coefficient of Ri hit is 0.52 and from the IBM statistical application ssps 4.2, the reliability result is 0.999. This shows that the reliability level of the tough character instrument is very high.