PROMOTING WILLINGNESS TO COMMUNICATE IN IMPROVING STUDENTS’ SECOND LANGUAGE ACQUISITION THROUGH LIVEWORKSHEETS.COM

This research investigates on the use of online platform media learning, namely liveworksheets.com to facilitate students’ willingness to communicate and acquire their second language in an online classroom. This study is considered essential to be taken account to, as it correlates to the current situation, in which classes are conducted online. To gain the data, questionnaire were distributed to third semester students who are learning English as part of their course for a foreign and second language in Universitas Islam Negeri Maulana Malik Ibrahim Malang. By applying a mixed-method research design, the result of the study presents that there were four main factors affecting students’ willingness to communicate when using liveworksheets.com. This includes learners’ behavioral intention, interlocutors, motivations and their affective-cognitive skills. Moreover, it was also noted that liveworksheets.com was found to be quite beneficial in facilitating students to acquire their second language through the mentioned aspects. Hopefully, the result of the study may bring new insight and contribute to the online teaching learning process that takes place nowadays both for teachers and second language learners.

INTRODUCTION
One of the major challenges faced by language learners to acquire a language is based on their unwillingness to communicate due to both external and internal factors. Willingness to Communicate or known as (WTC) is one of the communication frameworks that still interest second language researchers' attention until today (MacIntyre, Dorneyi, Clement and Noels, 1998). As noticed, due to the pandemics of COVID-19, where it is difficult for live interaction to occur, it is inevitable for students to practice and willing to use their English speaking skills in a formal tuition. Therefore, the teaching and learning process is suggested to be conducted online. Fortunately, online learning has offered variety of platforms to support the teaching and learning process, one of which is liveworksheets.com.
Liveworksheets.com allows teachers to create worksheet which encourage students' speaking ability in a very effective and enjoyable way. This, in turn, will enhance students' willingness to communicate and help them acquire their English speaking skills (Yashima, 2002). As stated by Lightbrown and Spada (2001), when learners acquire language, they need to be in a readiness and supportive state, which can be facilitated by using the suggested platform and induced by the lecturers.
Moreover, the process of acquiring a language may also be affected by learners' personal characteristics, motivation, self-confidence, affective, language learning aptitude, social and individual factors which may be found and modified through the learner's WTC (MacIntyre, Dorneyi, Clement and Noels, 1998). This is also shown in the heuristic model below (see The six layers models of hierarchy depicts the least features inducing a students' WTC (shown in the layers are grouped into two main phase, namely "situational specific influences" (layer I-III) and "stable and enduring influences" (layer IV-VI) factors (McIntyre, 1998). The ability of language learner to communicate using English is found in the first and second layer (communication and behavioural interaction). In this case, students' WTC will be seen from the online/ daring context. In the next tier, the situated antecedents consist of the learners' WTC which is determined by who they are speaking to and state communicative self-confidence which is affected by the state perceived confidence as well as anxiety McIntyre (1998). This has also been proven by previous studies such as Pawlak and Wiertelak (2015); Tavakoli and Davoudi (2015), Öz, Demirezen and Pourfeiz (2015) who have argued that the role of interlocutor and the students' state of confidence greatly affects their willingness to communicate. In the research proposal, this may be seen from how learners try to speak with their teachers through the worksheet.
Consequently, the motivational propensities layer is classified into intergroup motivation, referring to how the learners' motivation is affecting them when adjusting to a particular group of people. The research investigating this issue includes Ghanbarpour (2016); Ghani and Azhar (2017) who have established that there is a positive connection between motivation and anxiety towards WTC in the second language context. Therefore, the correlation towards the two factors may become the drawbacks to the second language willingness to communicate specifically in Indonesia. Subsequently, the affective-cognitive context includes three factors, including social situation, intergroup attitudes, and communicative competence. These factors have been suggested as the least issues influencing WTC (Zarrinabadi and Tanbakkooei, 2016). While intergroup attitudes covers the second language WTC to language acquisition, social situation is closely related to the learners' confidence and communicative competence. This may be based on the theme, function or purpose, and the interlocutor's ability to use English communicatively (McIntyre et al., 1998). Lastly, social and individual context (the lowest level) includes the intergroup climates and personality. Intergroup climates feature the learners' preference towards attribute to learner's perspective towards the public, while personality includes the items which implicitly affects learners' willingness to communicate (McIntyre et al., 1998).
Based on the above, rationale, this study aims to answer the following issues. First, it aims to find out how liveworksheets.com facilitates students to improve their willingness to communicate and to acquire their English language. Second, what WTC aspects that construct students' second language acquisition are. Hopefully, this research may also contribute to the pedagogical aspects, specifically in the teaching and learning process

METHOD
To examine how to encourage student's willingness to communicate to improve their second language acquisition through online teaching and learning using liveworksheets.com platform, the researchers implement a quantitative-qualitative mix method design (Ivankova & Geer, 2015). The quantitative design is implemented to get the data from survey by giving questionnaire to the participants. The qualitative design is implemented to examine the participants' videos by giving feedback. It also implemented to describe the phenomena of second language acquisition which occur during teaching and learning process. English Class online and using liveworksheet.com as one of their media to enhance their speaking ability. The participants were given questionnaire which concern on how online classes affects their willingness to communicate, and how the online platform (liveworksheets.com) help them improve their willingness to communicate in acquiring English language.
For quantitative data, the researchers obtained the data from the results of questionnaire.
Close-ended and Open-ended questionnaire were utilized in this study. Close-ended questionnaire contain 3 parts to scale and evaluate the effect of liveworksheet in improving student's willingness to communicate. Open ended questionnaire was used as in the researcher wants to know and examine the personal opinion about the use of liveworksheet in student's speaking activity. The questionnaires were distributed to the students who have done the test in liveworksheet that the researchers given during the class in order to answer the research questions of this study.
This study involved two data collection procedures. In the first, the researchers requested students to self-practice in liveworksheet.com. The researchers provided a video tutorial explaining how to use liveworksheet.com, so that it can be used correctly. After understanding the instruction, the students took turn completing the task by recording their voice based on the question items provided in www.liveworksheets.com. Then, the respondents were asked to fulfill the questionnaire, which consists of the items that supports to find out student's experience after using liveworksheet.com and to know its relation with the increasing student's desire to speak English.
Moreover, to ensure the validity, both quantitative and qualitative data were reviewed by experts and went through the validity checks as purposes by Phakiti (2015) for quantitative data and Halliday (2015) for qualitative data.

JEASP
Journal of English for Academic and Specific Purposes Volume 4 Number 1, June, 2021 132 | P a g e Quantitative analysis is used to answer research question 2, while qualitative analysis is used to answer research question 1.

Quantitative Data Analysis
Firstly, the data were checked and organized to reassure that the participants' personal information are correct and that all items in the questionnaire are accurately answered. The incomplete data were removed from the analysis, while the accurate data were given an ID and further used. From this process, it was noted that from about 250 data, only 100 data were eligible to be used, as some of the questionnaire items in the data were not answered. Then, these data were organized and coded into scales, nominal data and ordinal data to be further input and investigated using SPSS.
Consequently, descriptive analysis were performed to found out the data demographic including frequencies, means, and standard deviations. Based on the descriptive analysis, the score shown was about 4.00, indicating that the data were normally distributed. Moreover, the SD's score was also within the range of ±1, indicating that the data is homogenous and well-provided (see table 2).

Reliability Statistics
Cronbach's Once the data is set to be investigated, the questionnaire items are grouped into the aspects affecting students' WTC, then tested its reliability, which is also above 0.70. The aspects include:

Qualitative Data Analysis
In line with Holliday (2015), the qualitative data is analyzed classically, which includes: 1. Coding: Responses are classified into several points 2. Determining themes: The points are coded and grouped with a certain theme, including the aspects of WTC.
3. Going back to the data: The researcher reevaluated the data

FINDINGS AND DISCUSSION
The results of the study were based on the research questions, which includes how liveworksheets.com was able to facilitate students' willingness to communicate and acquire their second language, as well as the aspects affecting it. These will be elaborated below.

I. Liveworksheets in Facilitating Students to Improve their Willingness to Communicate
The questionnaire responses indicate that all aspects including desire to communicate with a specific person, state communicative self-confidence, L2 self-confidence, and personality affects' learners' willingness to communicate. However, there were four dominating aspects among these, which are L2 self-confidence, situated antecedents, motivations, communicate and personality.

a) Self-Confidence
In terms of self-confidence, most of the students in questionnaire response reveal that they feel confident when they speak English in liveworksheets.com, specifically in correlation to pronunciation. They suggested that they do not feel ashamed or afraid when they mispronounce JEASP Journal of English for Academic and Specific Purposes Volume 4 Number 1, June, 2021 134 | P a g e the words. Moreover, students feel more relaxed and enjoy the time when they have to record their voices to pronounce the words. This is in accordance to the research result revealed by Clément, et.al (1998) that L2 self-confidence is related to the anxiety to communicate. Therefore, the students do not feel anxious when they use liveworksheets.com because they feel confident when they merely face the online platform to speak. This is also supported by the quantitative finding which shows that more than 50% respondents agree with some questionnaire items related to behavioral intention, while more than 40% of the respondents intensely agree with some questionnaire items that answer how they deal with constructing communication through liveworksheets.com. (see Figure 4.1).  This shows that respondents are more comfortable to speak English through liveworksheets.com as it can boost their self-esteem to communicate in English while using liveworksheets.com. Ghanbarpour (2016) found that self-confidence significantly contribute in affecting WTC in second language context. The result of this study showed that their selfconfidence increased when the respondents as foreign language learners did the English test using platform liveworksheets.com, which is in line with the study conducted by Pramita (2012).  Situated antecedents closely relates to one's desire to communicate with a certain interlocutor and their self-perceived self-confidence. Results show that this aspect also significantly influence students' second language acquisition (30-50%), as respondents mostly agree that their way of speaking closely relates to who they are speaking to (see point c. motivational propensities). In this study, students speak through a platform in which the interlocutors may be themselves or their teachers. By this, learners show less hesitation to communicate immediately to the interlocutor. In line with the previous findings about self-confidence, respondents will not be confident of their language competence when other people do not understand them. Yet, liveworksheets.com helps the foreign language learners to decrease the anxiety and enhance the language competence to prepare them for encountering such situation. This is in line with Zarinabadi and Addi (2011), and Damahdi (2014) whom suggested that their classroom environment has an influence on students' desire to communicate because there are supporting elements such as the presence of teachers who help train their speaking skills, friends, and other facilities that support and put pressure on students to learn and acquire language. Based on the graph, it can be seen that motivations, self-confidence, or also known as perceived competence and level of language anxiety, strongly influences students' willingness to communicate which is similar to Cao (2014). In correlation to goal, motivation is known as ones' ability to achieve goals that are either related to integrative or instrumental aspects. Noticeably, most students of Intensive English classes has emphasized that their underlying reason of being motivated speak in the targeted language is due to their interest of the given topics. They have argued that the familiar topics suggested to the students have driven their motivation further to use English as accurately as possible for discussion. This is also proven by the fact that students tend to answer the questions enthusiastically in correlation to the familiar topics given in liveworksheets.com, such as describing about someone or talking about the most memorable moment they have.

c. Motivational propensities
Another factor that drives their motivation to speak English is due to their willingness to communicate to native speakers. As Wood (2016) suggests, speaking with the native speaker of the target language may support learners to know how to speak English fluently and accurately. Although these students have not been given the chance to speak with native speakers, liveworkseets.com offers them a chance to learn autonomously about how to accurately produce the targeted language accurately in speaking.
As for the motivational factor that is caused by their surroundings, it was found that both their interpersonal and intergroup motivation aspects closely relates to their willingness to communicate. The ESL students agreed that by peer work or group discussion about a certain issue will reduce their anxiety and increase their self-confidence. Due to this, as also suggested by Ghani and Azhar (2017) students who have a low level of anxiety may have a high communication apprehension, self-esteem and perceived communicative competence. Interestingly, most of these answers came from students with low proficiency of English, which is contrasting to several findings like Ghanbarpour (2016). They have suggested that Second language learners' communicative competence may be reduced due to their inadequacy of English skills. Moreover, it has also been argued by them that the fear of losing face, negative experiences of English speaking or ones' beliefs about having to show respect and be passive in class may be the contributing factor to students' unwillingness to communicate.
Again, the cause to the different findings may be caused by the fact that these students are acquiring and speaking English using a platform, instead of being in a real-class situation. In another case, as mentioned earlier, these students may be discussing a familiar topic or that they have a strong intergroup or interpersonal motivation. Due to this, they may feel at ease and not feel any burden at all when having to speak in English, despite of their low proficiency. This aspect is in line with the JEASP Journal of English for Academic and Specific Purposes Volume 4 Number 1, June, 2021 137 | P a g e affective-cognitive context, which will be deliberated below. In order to investigate WTC aspects that construct students' second language acquisition, Affective -Cognitive Context from layer five have significant correlation with the way students being willing to communicate. In this case, Communicative competence as one of Affective -Cognitive Context aspect strongly affected L2 learners to speak. They tend to communicate when they have good readiness on their language skills. Canale and Swain (1980) proposed that Grammatical competence and sociolinguistics competence are two fundamental aspects that built communicative competence. From this study, the researchers found correlation between communicative competence and the desire to communicate. More than 50% students frequently reported that they enjoyed and wanted speaking because they satisfied with their speaking ability.

d. Affective-cognitive context
This result in line with Pattapong (2010), asserted that students with lack of grammatical competence experienced difficulty in communicating and understanding the message that made them nervous and felt hesitate doing communication. He also stated that this situation influenced by self-concept, in which comparing their English competency with their selfsatisfaction or comparing with other people's performance. Therefore, having good level of proficiency mainly in speaking skill influence student's willingness to communicate. Yet, although communicative competence and social situation may help students to acquire their English skills, in this study however, students' satisfaction of linguistic competence may not only be caused by their high proficiency of English, but may also be similar to that of motivational propensities' reasons aspects. Results also revealed that the students prefer to speak with their friends rather than presenting in front of strangers.Another aspect that is closely related to self-confidence is personality. Students who think that they are introvert state that they tend to have a lack of confidence when they speak English. Hence, the students feel shy or less confident when they have to speak English in front of the class for example or they have to speak for the need of assignment of English lecture. Thus, these students believe that liveworksheets.com really help them to express their utterances without having to feel anxious as they do not need to speak face to face with teachers or other people. Instead, they are challenged to autonomously correct their pronunciation mistakes, as also suggested by Bukhari, et.al (2015). In contrast however, Ulin (2020) analyzed the types of personality and their relation to the achievement of EFL students' reading comprehension, and she found that there is no influence of personality types to the reading comprehension of EFL students. For this reason, it makes a clear distinction between the previous study conducted by Ulin (2020) and this study.

II. Liveworksheets in Facilitating Students to Acquire English Language
It has been suggested from the questionnaire's result that most of the learners who have experienced in learning L2, English language, by using liveworksheets.com agree that the platform can help them to improve their target language speaking skills. Most learners agree that the platform helps them to acquire their L2 speaking skill with different reasons. There are 45% of learners who say that the platform helps them in practicing L2 speaking skill, as they can try to answer the exercise repeatedly until they are able to answer and know the right one. This coincides with Lin (2015) opinion that SLA witnessed an ever-increasing interest in using communication technologies. The other 45% learners say that the platform can improve their L2 speaking skill because the platform can detect the pronunciations errors. As suggested by Saito (2007), obvious pronunciation prevents the learners from successful communication with L1 speakers even those with a large vocabulary and grammar. Thus, the learners can try to autonomously correct their own mistakes. Meanwhile, the rest of learners say that the platform helps them to improve their speaking skill because the platform increases their motivation in practicing L2 speaking skill. In conclusion, the platform can improve the learners L2 speaking skill because it can be used to practice L2 speaking skills even though there are no real friends to talk to. Later, the platform can detect the pronunciation errors even it motivates the learners to learn the target language.

Conclusion
The current study aimed at investigating student's willingness to communicate. in this study, liveworksheet.com was chosen as the instrument to measure how student are willing to communicate and acquiring language using this platform. Answering the first research question, liveworksheet.com is the platform that helps students enhancing their WTC. This online learning allows student to generate and construct their personality trait and language learning environment in acquiring their L2. Some aspects of WTC were found during the use of liveworksheet.com. Selfconfidence, the desire communicates with the specific person, and personality found as the dominant aspect affected student's willingness to communicate.
In this case, the fear of making mistake is not found in this study because using liveworksheet.com, they experienced the enjoy learning to speak without any audiences. Absolutely, self -confidence increases and reduce the anxiety while speaking. Moreover, in acquiring L2, liveworksheet.com greatly helps students to acquire language because this platform directly gives the feedback while students pronounce well or not. Therefore, it motivates students to practice more after knowing their mistake. In short, not only the self confidence is affected by liveworksheets, but also the willingness to communicate is influenced by that online learning platform.
Deals with the second research question, all aspects of WTC were found to be affective in promoting students' communication skills and eventually acquire their second language despite the fact that one factor may contribute more than others. However, As assessed by the participants of this study, Self-confidence as motivational propensities from layer IV and communicative competence as affective cognitive context from layer V made a different significant contribution as the dominant aspect constructing student to acquire their second or foreign language, then followed by situated antecedent aspects from layer III and willingness to communicate as behavioral intention and personality from layer VI. However, the highlight point of this research is not all WTC aspects assisted as the factor influencing student's willingness to communicate, such as intergroup attitude in layer V and intergroup climate in layer VI. The findings surprisingly differ from other previous studies.
Some motivation factors also were driven to support reducing student's anxiety and increasing self-confidence, such as having good readiness on their language skills through their English proficiency, might help them to have more self-confidence. On the other hand, the familiar topic about a certain issue for the discussion motivates them to use English accurately. This fact was proven by the student when answering the given question in liveworksheets.com, they answered enthusiastically in correlation to the familiar topics. In addition to this factor, the foreign learners still hesitate to JEASP Journal of English for Academic and Specific Purposes Volume 4 Number 1, June, 2021 communicate immediately to the interlocutor. Therefore, from the result students were very confident with their English-speaking skills without having to worry about others' opinion or if others are laughing at them when they created a mistake during speaking, because liveworkseets.com offers them a chance to learn autonomously about how to accurately produce the targeted language in speaking.
To sum up, many factors affect student to be willing to communicate, it can be from the outside or the inside aspect of the student's itself. The researchers believe that online learning platform such as liveworkseets.com provide the similar effective learning such as classroom learning. By providing the appropriate topic, having learning situation effectively, knowing the goal orientation of learning, and having good preparation might help students to communicate well and increase the desire to communicate. What is more important is that several WTC aspects attributed to the communication apprehension could be improved by self-perceive competence by improving self-confidence, communicative competence and performing the good personality.

Suggestion
Within the line of this research, to get a broader context the further research on WTC should concern to the Indonesian culture, their proficiency with different gender and the social background of the students. Comparing student's actual WTC behavior in an L2 classroom and online classroom could give the opportunity for new research studies. Future studies also could take account on examining WTC aspect through different gender in order to see the personality trait toward male and female students. Moreover, future research also must explore the relation between the different WTC in English specific purposes in the different culture such as observing the foreign learner's way of communication with Indonesian learners or examining the Indonesian teacher's way of creating student's desire to communicate.


extfieldsofstudy: Physics Psychology

text:
Development of multiple representation based mechanics lectures using dependent and independent field (MR-FD & FI)

This study aims to develop mechanics lectures based on multiple representations using field dependent and field independent cognitive styles (MR-FD & FI), in understanding the mastery of the concept of mechanics. In the context of physics learning based on multiple representations is to combine two or more representations as a form of learning development that is used to understand and convey physics concepts. Cognitive style can be divided into two, namely: dependent field cognitive style (FD) and independent field cognitive style (FI). The third semester student research subjects numbered 21 students from a university in Jakarta Indonesia. The first instrument used consisted of modules containing MR-based content consisting of 4 mechanical contents namely; gravity and central force (GGS), particle system dynamics (DSP), rigid body rotation (RBT) and rigid body rotation in three dimensions (RBT3D) that must be filled. The second instrument is a student worksheet (LKM) in which there are questions in accordance with the indicators and objectives of MR-based lectures undertaken by students. Descriptive quantitative and qualitative research methods were carried out to get a clear picture of the implementation of MR using the cognitive styles of FD and FI. The results showed that most students have a field dependent thinking style (FD) seen in the post-test results on GGS material 61.90%, RBT 61.90%, DSP 57.14% and RBT3D 57.14%. For independent field thinking (FI), the results of post-test results were 42.86% DSP, RBT 38.10%, RBT3D 38.10% and GGS 33.33%. It is concluded that students’ thinking styles can change from thinking styles that were initially field dependent (FD) can change to field independent (FI). This can occur due to various factors, including; 1) Health conditions, classrooms and students focus; 2) The level of difficulty and ease of conceptualization of the material being studied; 3) Basic math and physical abilities. Limitations in this study involve only subjects from small classes from one university, so the results are not strong enough to represent the overall situation, this could be a way to conduct further research with more students and various subjects. This study is the first to map the understanding of the concept of mechanics based on multiple representations using the cognitive style of FD and FI, the results of the study find new discoveries, where all students have a cognitive style of either FD or FI.

Introduction
The lecture process for the past 5 years resulted in unsatisfactory learning outcomes. This is based on the findings that students encounter difficulties when attending lectures with many abstract concepts 2 that they must understand with in-depth explanations so that the impact on teaching and learning processes that are less interesting, less motivated to learn deeper mechanics, weak mastery of mathematical calculus which in the end will cause the overall learning outcomes of mechanics to be low [1]. The low learning outcomes student may occur because learning is more often using the lecture and question and answer methods and problem solving. Students more often only listen and record what is explained by the lecturer. Examples and practice questions provided are only using mandatory books or power points of teaching material made by lecturers. So it can be concluded that the understanding of the concept of mechanics is not complete. A full understanding of the concept of physics is needed to form graduates who are able to compete and be professional in accordance with the objectives of the Physics Education study program. With an understanding of the concept of mechanics as a whole can be understood, analyzed, and interpreted correctly. Based on the problems above the development of the lecture system by showing several steps in the preparation of the lecture system as an application of a simple system approach. The first step is identifying the lecture needs, the objectives of the lecture in general, the student's behavior and initial characteristics. The second step is developing a lecture instrument, consisting of developing a semester lecture plan (RPS), lecturing modules, developing student worksheets (LKM), and test questions. The solution to the steps in preparing the lecture system will be outlined in the development of the preparation of multiple representation-based RPS (MR), the MR-based mechanics module uses thinking style (cognitive style) independent field type (FI) and field dependent (FD), and the development of student worksheets (LKM) based on MR.
Each individual has unique characteristics, which are not shared by other individuals. Therefore, it can be said that each individual is different from one another. In addition to being different in their level of problem solving skills, level of intelligence, or ability to think, students can also differ in how they acquire, store and apply knowledge. They can differ in the way they approach learning situations, in how they receive, organize and relate their experiences, in how they respond to certain teaching methods. These interpersonal differences that persist in the way they organize and process information and experiences are known as cognitive styles [2]. Cognitive style refers to the way a person processes, stores or uses information to respond to a task or respond to various types of environmental situations. Called style and not ability because it refers to how a person processes information and solves a problem and not to the best solution. There are several notions of cognitive style (cognitive style) put forward by some experts, but in principle the understanding is relatively the same. Cognitive style is the typical ways individuals build or shape their beliefs and attitudes about the world around them and the ways they process and react to information that is received or received [3].
Classifying students into independent field types (FIs) if they are able to separate substances from their context or from the global area, they have analytical tendencies. Whereas students are categorized as Field dependent (FD) if they have a better tendency to recall social information such as conversation and an overall picture of the given context [4]. Summarizing the general tendencies of the learning styles of FI and FD students, namely FI students during the learning process do not follow the standard procedures stated in a problem, he better understands it by transferring the problem to a new structure based on the main concept of the problem [5]. Cognitive style is a typical way of functioning perceptual activities, namely: the habit of giving attention, receiving, capturing, feeling, selecting, organizing stimulus or information and functioning intellectual activities, namely: interpreting, classifying, changing the form of intellectual information. This particular method is consistent and can enter into all behaviors, both in the cognitive and affective aspects [6,7]. Cognitive style can be divided into two, namely: dependent field cognitive style and independent field cognitive style. In learning activities each individual can be divided into two groups, namely global and analytic.
Individuals who are global are individuals who accept something more globally and have difficulty separating themselves from their surroundings or are more influenced by the environment. Individuals who are like this are called cognitive style Dependent Field (FD). While individuals who are analytic are individuals who tend to express something apart from the background of the image, and are able to distinguish objects from the surrounding context [8]. They look at their surroundings more analytically. Individuals who are like this are called Independent Field cognitive style (FI). Witkin describes cognitive style based on global-analytical. Witkin determines the extent to which a person copes with the effects of deceptive background elements when they try to distinguish relevant aspects of a particular situation. The more independent someone is about being deceitful, the more analytic. People who can operate in an analytical way are called dependent fields and people who operate in a global way are called dependent fields. Based on the description above, Witkin distinguishes a person's cognitive style into two types, namely: a. Independent field. People who can overcome the effects of deception by analytic. b. Field dependent.
People who overcome the effects of deception in a global way. Characteristics of individuals who are dependent fields and independent fields, as follows: a) In carrying out a task or solving a problem, an independent field individual will work better if given freedom. Whereas individuals who are dependent fields will work better if given extra instructions or guidance (more). b) Individuals who are independent fields have a tendency not to be easily influenced by the environment, and conversely individuals who are dependent fields have a tendency to be more easily influenced by the environment. c) In completing a task or solving a problem (problem solving) that requires a skill, individuals who are independent fields will produce better than individuals who are field dependent. The classification of individuals into one cognitive style is done by giving a perceptual test. states that The Embedded Figures  Test (EFT) is a perceptual test that uses images. The reference to the outer framework which is substituted in the form of a complex picture, which hides a simple picture [9,10].
Characteristics of FI students; 1) Tend to be more comfortable learning by themselves and find (discovery), 2) In proving something more concepts using reasoning skills and have autonomy for their actions, 3) Learning inquiry-based experimental methods, 4) Articulation will perceive analytically, 5) In learning tend not to need intensive guidance, autonomy for their actions, and in proving something the concept can use more reasoning skills, 6) Can separate stimuli in the context, but perceptions are weak when context changes occur, 7) Usually use internal factors as direction in process information, 8) In social situations it is better to feel external pressure, and respond to situations coldly, distance, insensitive. Individuals who have the Field Independent cognitive style have their own characteristics: (1) have the ability to analyze in separating objects from things contained in their environment; (2) has the ability to organize an object; (3) impersonal oriented; (4) choosing a profession that tends to be individual; (5) objectives described individually; and (6) internal reinforcement and intrinsic motivation are preferred. Field dependent if they have a better tendency to recall social information such as conversation as well as an overall picture of the given context. Characteristics of FD students; 1). In addition to enjoy learning in groups, 2) Students are influenced by figures and pay attention to others, 3) Global perceptual feels a heavy burden difficult to process, easy to perceive if information is manipulated according to context, 4) Need to get guidance and reinforcement from the teacher when learning take place, 5) Tends to be more kind, including being warm, sociable, friendly, responsive, always wanting to know more, when compared to FI people, 6) As often as possible interacting with the teacher and requiring extrinsic reinforcement. 7) In proving something tends to lack the ability of reasoning. Field Dependents have characteristics including: (1) tend to have global thinking; (2) the tendency to accept existing structures, due to lack of restructuring capabilities; (3) has a social orientation so that it looks good, friendly, wise, kind, and loving towards others; (4) tend to choose professions that emphasize skills; (5) tend to follow the goals that already exist; and (6) tend to work with the importance of external motivation and more interested in strengthening external motivation such as praise, gifts, or external motivation from others.

Methods
The research subjects are students of Physics Education FKIP -UHAMKA academic year 2018/2019, semester. The study design uses modified development research. The research was conducted at one private university in Jakarta, involving third year undergraduate students (N=21) as participants, started from December 2018 to January 2019. This is a mixed method research quantitative and qualitative triangulation approach.


Sosnickaya N., Kryvylova O. TRAINING OF FUTURE ENERGY SPECIALISTS TO SOLVE PRACTICAL PROBLEMS ON THE BASIS OF PHYSICAL PROJECTS

Formulation of the problem. In the field of higher education, general and special competencies are acquired, which have in common the ability to apply knowledge in practical situations. Therefore, the formation of mental and practical skills and abilities of future energy specialists to solve practical problems is becoming more and more important. The effectiveness of solving practical problems in the field of power engineering, electrical engineering and electromechanics depends on the understanding by future specialists of energy profile the theories and methods of physics. There is a need to develop and implement effective teaching methods, in particular on the basis of physical projects. Materials and methods. The analysis of research in the field of education, the National Qualifications Framework, the standard of higher education in the specialty 141 "Electricity, Electrical Engineering and Electromechanics" for the first (bachelor's) level of higher education to theoretically substantiate the requirements for mental and practical skills of future energy specialists to solving practical tasks and advantages of physical projects in their formation was carried out; pedagogical experiment was carried out for testing the effectiveness of the use of physical projects in the training of future energy specialists; diagnostics (using the 16factor personal questionnaire of R. Cattell and the method of analysis of products of activity as projects) was for evaluation the levels of ability of future energy specialists to solve practical problems using theories and methods of physics; statistical calculations, such as quantitative and qualitative data processing, graphical presentation of results, were for tracking the dynamics of the levels of formation of the ability of future energy specialists to solve practical problems and establishing the scientific reliability of the results of the study. Results. The essence of physical projects and features of their using are theoretically substantiated on the example of discipline "Alternative energy", the maintenance of which is directed on formation of ability to apply the received theoretical knowledge, scientific and technical methods for the decision of scientific and technical problems and problems of power. Such criteria as personal, content-procedural, evaluation-regulatory, indicators and diagnostic tools for testing the ability of future energy specialists to solve practical problems with the using of physics methods are characterized. The analysis of experimental data showed significant qualitative changes in the levels of formation of the ability of future energy specialists to solve practical problems by EG physics. That is confirmed by calculations of Pearson's criterion (17,61> 7,8). Conclusions. The using of physical projects is an effective teaching method in the training of future energy specialists to solve practical problems in the field of power engineering, electrical engineering and electromechanics.

INTRODUCTION
Ukraine's integration into the world educational space requires constant improvement of the national education system, the main result of which should be competitive and mobile individuals who acquire educational and professional competencies in the labor market, according to their own interests, abilities, capabilities, needs of the economy and society.
The quality of achieving the above results of professional education depends, in particular, on the compliance of its content with the requirements of the labor market, professional standards and the National Qualifications Framework, as a result for the applicant of higher education is to obtain professional qualifications in demand in the labor market, the acquisition of competencies that ensure competitiveness and self-realization of the individual.
In the field of higher education, general and special competencies are acquired, which have in common the ability to apply knowledge in practical situations. Therefore, the formation of mental and practical skills and abilities of future energy specialists to solve practical problems is becoming more and more important.
Analysis of relevant research. The main components of qualification requirements under the National Qualifications Framework are knowledge, skills, communication, autonomy and responsibility. According to this, skill is the ability to apply knowledge to perform tasks and solve problems. Skills are divided into cognitive (including logical, intuitive and creative thinking) and practical (including manual dexterity, application of practical methods or techniques, materials, tools and tools, communication). Thus, the sixth level of the National Qualifications Framework, which corresponds to the first (bachelor's) level of higher education, reflects the expected results as: in-depth cognitive and practical skills, skill and innovation at the level needed to solve complex specialized problems and practical problems in the field professional activity or training (On approval of the national qualifications framework, 2011).
In particular, the standard of higher education in the specialty 141 "Electricity, Electrical Engineering and Electromechanics" for the first (bachelor's) level of higher education states the need to develop the ability to solve practical problems involving methods of mathematics, physics and electrical engineering (C12), resulting of this is to know the basics of the theory of the electromagnetic field, methods of calculating electric circuits and be able to use them to solve practical problems in professional activities (PR05); to apply application software, microcontrollers and microprocessor technology to solve practical problems in professional activities (PR06); to carry out the analysis of processes in the electric power, electrotechnical and electromechanical equipment, the corresponding complexes and systems (PR07); select and apply suitable methods for analysis and synthesis of electromechanical and electric power systems with specified indicators (PR08); be able to assess the energy efficiency and reliability of electrical, electrical and electromechanical systems (PR09); solve complex specialized problems in the design and maintenance of electromechanical systems, electrical equipment of power plants, substations, systems and networks (PR17), apply suitable empirical and theoretical methods to reduce electricity losses in its production, transportation, distribution and use (PR19). The formed components will promote the formation of integrative competence, namely the ability to solve specialized problems and solve practical problems during professional activities in the field of power engineering, electrical engineering and electromechanics or in the learning process involving theories and methods of physics and engineering and characterized by complexity and uncertainty conditions (On approval of the standard of higher education in the specialty 141 "Electric power, electrical engineering and electromechanics" for the first (bachelor's) level of higher education, 2019).
Nowadays, research methods of teaching, in particular the project method, as an opportunity to rationally combine theoretical knowledge and their practical application to solve specific problems of reality in the process of joint activities of participants in the educational process, in particular in the context of end-to-end integration in four areas (science) , technology, engineering and mathematics) became more popular (Sosnytska et al, 2019; Sosnytska & Titova, 2020).
The word "project" (Latin projectus) means "forward". Traditionally, the concept of "project" has several meanings: 1) developed a plan for construction, manufacture, reconstruction of something; 2) the preliminary text of the document, the idea of something; 3) a certain form of organization of large and relatively independent initiatives; 4) the form of restructuring of purposeful activity; 5) in fact, the project is any plan that has a purpose, deadline and specific steps of implementation (Busel, 2005(Busel, : 1152. According to the researchers, a "project" is a time-limited purposeful change of a separate system with established requirements for the quality of results, possible costs of funds and resources and a specific organization (Burkov & Novikov, 1997); a sequence of interrelated events that occur within a set limited time and which are aimed at achieving a unique, but at the same time defined result (Bagley, 2004); systematic form of organization of activity in the relationship of its theoretical and practical aspects (Krimskiy, 2003) and others.
Thus, based on the analysis of scientific approaches to the content of this concept, we consider the project as a complete cycle of productive activities aimed to obtain an objectively new or subjectively new result.
Design as a project creation activity is characterized by two points: the ideal nature of the action and its focus on the emergence of something in the future. These two characteristics distinguish design from other activities. In the pedagogical literature there are different definitions of the educational project, but in any case they are based on the development of cognitive and creative skills of students, the ability to seek information and act independently, presenting project results and cooperation between participants in the educational process. Thus, the essence of the project I. Sergeev recognizes as "six P": problem -design (planning) -information retrieval -product -presentation -portfolio, which collects all project materials, including drafts, daily plans, reports, etc. (Sergeev, 2004: 28).
The project method is a method based on the development of cognitive, creative skills of students, the ability to independently construct their knowledge, navigate in the information space, think critically.
Reasons for the widespread use of the project method in the training of future energy specialist: pedagogical -learning to acquire knowledge independently; ability to use the acquired knowledge to solve cognitive and practical problems; ability to use research methods (collect the necessary information, comprehensively analyze it, make hypotheses, draw conclusions; social -the ability to work in different groups; the ability to perform different social roles (leader, performer, mediator, etc.); the need to acquire skills to overcome conflict; wide human contacts, acquaintance with different cultures, views on one problem (Sosnytska & Kryvylova, 2020).
All this will contribute to the formation of higher education seekers with a clear, personally meaningful and meaningful image of future professional activity, as an important step towards competitiveness in the labor market.
Tasks that are solved in the process of project activities: 1. Personal orientation of project training, taking into account the goals, objectives, needs, interests, motivation, life experience, individual characteristics and abilities of the individual. 2. Preparing learners for real activities through practical actions that affect their emotional sphere and increase motivation to ФІЗИКО-МАТЕМАТИЧНА ОСВІТА (ФМО) випуск 5(31), 2021 . 13 learn due to the closer connection of project ideas with real life. 3. Creative work of project participants on the basis of independently collected, systematized and generalized information from various sources. 4. Development of independent thinking in identifying and solving problems based on knowledge from various fields of science; use of various research and exploration methods and teaching methods. 5. Development of skills to establish cause and effect relationships between phenomena, to anticipate the possible consequences of different solutions, to plan and predict the results, to take action to implement decisions. 6. The use of various forms of organization of educational activities in order to enhance the interaction of teachers and students as equal partners in the educational process. 7. Increasing the individual and collective responsibility of project participants in connection with the need to coordinate actions to obtain results (Grudinin, 2017).
The aim of the article. The purpose of the research is to theoretically substantiate the peculiarities of training future energy specialists to solve practical problems on the basis of physical projects and to reveal the results of experimental verification of the effectiveness of the chosen method.
To achieve this goal, the following tasks are formulated: theoretically substantiate the essence of physical projects and features of their use; to characterize the criteria, indicators and diagnostic tools for testing the ability of future energy specialists to solve practical problems; to reveal the results of experimental verification of the effectiveness of the use of physical projects.

RESEARCH METHODS
The analysis of research in the field of education, the National Qualifications Framework, the standard of higher education in the specialty 141 "Electricity, Electrical Engineering and Electromechanics" for the first (bachelor's) level of higher education to theoretically substantiate the requirements for mental and practical skills of future energy specialists to solving practical tasks and advantages of physical projects in their formation was carried out; pedagogical experiment was carried out for testing the effectiveness of the use of physical projects in the training of future energy specialists; diagnostics (using the 16-factor personal questionnaire of R. Cattell and the method of analysis of products of activity as projects) was for evaluation the levels of ability of future energy specialists to solve practical problems using theories and methods of physics; statistical calculations, such as quantitative and qualitative data processing, graphical presentation of results, were for tracking the dynamics of the levels of formation of the ability of future energy specialists to solve practical problems and establishing the scientific reliability of the results of the study.

RESULTS
During the training of future energy specialists, we use a physical project, which means solving practical problems in the field of power engineering, electrical engineering and electromechanics using theories and methods of physics. When considering the topics and content of project activities of future energy specialists, we adhere to the following conditions: 1) the physical project should be based largely on already known knowledge and skills; 2) the physical project must contain contradictions between the known and the search -the problem of research; 3) the physical project should arouse interest in finding ways to solve a practical problem.
For example, we use physical projects in teaching the discipline "Alternative Energy", which aims to develop the ability to apply the acquired theoretical knowledge, scientific and technical methods to solve scientific and technical problems and problems of energy. We take into account interdisciplinary connections with the discipline "Physics", in particular electrodynamics, which occupies a special place given the richness of worldview and polytechnic content. It is in this section that the problems of electric power are considered -generation, transmission and conversion of electric energy with induction generators and transformers, etc.
Thus, future energy specialists are developing a project with the general title "Physical Fundamentals of Alternative Energy", which is adjusted according to the chosen direction.
The main task of the projects is to consolidate the general principles of energy efficiency assessment of non-conventional and renewable energy sources based on knowledge of the principle of operation and the main functional and structural features of non-conventional energy installations, namely solar, wind, heat pump installations, hydropower plants, energy batteries, hydro and ebbs, fuel cells, biofuels, magnetohydrodynamic energy converters, thermoelectric generators, radioisotope energy sources, etc.
In particular, while choosing the topic "Physical foundations of wind turbines" higher education students perform the calculation of wind turbines taking into account the parameters of wind turbines and the proposed conditions of their location. The content of the work includes: calculation of wind turbine power with rotor radius R, m at starting wind speed V, m / s, wind utilization factor ξ, reducer efficiency -ηred .; generator efficiency -ηgen; calculation of wind speed at which the wind turbine will generate enough power to provide energy, for example, the average cottage with a radius of rotor R, m, wind utilization factorξ, efficiency of the reducer -ηred; Generator efficiency -ηgen .; or calculation of wind power capacity containing n of the same type of wind power plants, where the length of the windmill blade L, wind speed V, wind turbine efficiency ηw, electric efficiency of the installation (generator and converter) ηe, air temperature t, atmospheric pressure p and others.
The process of developing a physical project consists of the main stages: the choice of topic; problem formulation; setting tasks; selection of participants (group or individual project development); distribution of tasks; analysis of sources on the research problem; experimental part (if it is necessary); processing of results; report preparation and project defense.
The order of execution provides for the implementation of actions by future energy specialists: 1) to get acquainted with the primary information; 2) perform an analysis of methods of obtaining electricity; 3) search for information on the Internet at the addresses of the above sites in order to obtain and analyze the physical and technical characteristics of devices for obtaining alternative energy; 4) make assumptions about the methods of obtaining electricity that can be sold in your area; 5) provide information on the methods of obtaining electricity that are sold in your area; 6) design and implement a device for obtaining alternative energy; 7) draw conclusions; 8) compile a project portfolio.
The individual activity of future energy specialists during project development depended on external factors, namely: the functional distribution between group members; availability of author's findings; opportunities to argue their own positions and summarize the results of activities, to discuss with opponents, etc.
Thus, future energy specialists not only demonstrate the formation of mental and practical skills in solving specialized problems by physics, but also acquire the ability to be critical and self-critical in making informed decisions and assess the quality of work performed.
The pedagogical experiment was carried out on the basis of higher education institutions of Ukraine: Dmytro Motornyi Tavria State Agrotechnological University (Faculty of Energy and Computer Technologies) and Berdyansk State Pedagogical University (Faculty of Physics, Mathematics, Computer and Technology Education) during 2018-2021 academic years.
To conduct a pedagogical experiment, an experimental and control groups of higher education students of the specialty 141 "Electric Power, Electrical Engineering and Electromechanics" (1-4 levels) were selected. These groups covered a total of 284 people. A representative sample in the study consists of parallel experimental and control groups. The control group included 142 students who studied on the basis of traditionally formed practice, the experimental group -142 students of the same faculties, who studied using the developed educational and methodological support.
The pedagogical experiment involved the implementation of actions of ascertaining, formative and control content. Thus, the purpose of the observational experiment was to establish the actual state and level of the studied characteristics of the participants at the beginning of the experiment. The formative experiment is aimed at studying the phenomenon under study directly in the process of implementing physical projects. The control experiment was conducted in order to compare the results of the experimental and control groups regarding the dynamics of acquiring the ability of future energy professionals to solve practical problems by all criteria and levels.
Criteria and indicators of the formation of the ability of future energy specialists to solve practical problems involving the methods of physics: personal criterion -the presence and level of development of professionally important abilities and qualities; substantive-procedural criterion -practical and operational application of knowledge to specific situations; evaluation and regulatory criterion -self-assessment and self-control of activities (Kryvylova, 2017).
In particular, the need to successfully solve practical problems in the energy sector, interest to the process of solving them and a strong desire to master the physical foundations in the modeling, design, development and maintenance of energy systems (personal criterion); understanding the content of practical problems in the energy sector, assessing their significance and knowledge of ways to solve them by physical methods, ability to solve practical problems in the energy sector with the use of physical laws (substantive and procedural criteria); ability to self-assessment and self-control of own actions on the application of physical laws in solving practical problems in the energy sector and focus on self-improvement in achieving the expected results (evaluation and regulatory criteria).
The level of formation of the ability of future energy specialists to solve practical problems with the use of physics methods was checked using a 16-factor personality questionnaire R. Kettell (Metodika mnogofaktornogo issledovaniya lichnosti R. Kettella) and the method of analysis of products of activities -projects.
The purpose of using the 16-factor personality questionnaire R. Kettell was to establish the presence and level of development of professionally important qualities of future energy specialists who can contribute to or hinder the successful acquisition of the ability to solve practical problems by physics.
According to the theory of personality traits of R. Kettell, the personality consists of stable, stable, interconnected elements (properties, traits) that determine its inner essence and behavior. Differences in behavior are explained by differences in the expression of personality traits. The set of individual factors creates symptom complexes of communicative, intellectual, emotional and regulatory personality traits.
After the experiment, a significant shift in the group of regulatory personality traits of future energy specialists EG (+16.15% at a high level), which indicates the formation of the ability to mobilize to achieve this goal in spite of internal resistance and external obstacles; ability to act thoughtfully, persistently and organized (to finish the started cases, to have a clear idea of the order of executed cases, to plan time); the ability to maintain self-control in critical situations and regulate the external manifestations of emotions; be critical of yourself.
The shift in the group of intellectual properties of EG (+5.21% -high level, -4.17% -low level) indicates an increase in the number of future energy specialists who are able to establish cause-and-effect relationships between phenomena and have developed figurative thinking (different high level of generalization). These manifestations prove the effectiveness of the use of physical projects in the training of future energy specialists.
The group of communicative properties at the end of the experiment characterizes future energy specialists at a high level as: energetic, sincere in relationships with others, dynamic in communication, which promotes leadership in group activities; socially courageous, active, ready to deal with unfamiliar circumstances, prone to risk; independent in judgments and behavior; independent in decision-making; prudent, perceptive, intelligent with a sentimental approach to events and others; open, tolerant of others, willing to cooperate with the team. These shifts in communicative properties became possible due to the use of physical projects.
The use of project results as a diagnostic tool helped to identify knowledge, skills, abilities and professionally important qualities of future energy specialists who provide the ability to solve practical problems of future professional activity.
At the end of the experiment, the development of group and individual projects began to contain a large number of original and inventive techniques, characterized by complete independence and high activity of future energy specialists. The formed generalized integrated abilities and skills on the analysis and documentation of the information are observed; ability to realize goals and make decisions in professional activity in the conditions of complex systems of different nature; perfect mastery of various methods and means of modeling, forecasting, design. During the pedagogical experiment, future energy specialists changed their attitudes to their personal and academic achievements, which was reflected in predicting the prospects of self-improvement and the desire to achieve better results in developing the ability to solve practical problems, including physics.
The analysis of experimental data showed qualitative changes in the low level of formation of the ability of future energy specialists to solve practical problems, due to a decrease in the number of students in the relevant category during the pedagogical experiment by 3.9% in CG and 9.64% in EG. At the average level, there was an increase in the number of students by 1.82% in CG and a decrease of 10.15% in EG. Sufficient and high levels of formation of this component also showed positive qualitative changes: an increase in the number of students in the control (by 0.52% and 1.56%, respectively) and experimental (by 10.42% and 9.37%, respectively) groups.
Comparative analysis of the absolute average value of qualitative changes in the level of formation of the ability of future energy specialists to solve problems in control and experimental groups led to the conclusion that the positive dynamics of qualitative changes in CG (Aver. = 1.95%) due to traditional training, and in EG (Aver.= 9.9%) -the result of professional training of students by experimental methods (Fig. 1).

Fig. 1. Dynamics of qualitative changes in the formation of the ability to solve practical problems of control and experimental groups at the beginning and end of the experiment
The results of the experimental study were confirmed by using the methods of mathematical statistics, in particular the calculation of the nonparametric Pearson criterion - 2 . For this purpose, statistical hypotheses were formulated: Н0: experimental forms, methods and means of training future energy specialists do not affect the qualitative changes in the level of formation of mental and practical skills and abilities to solve practical problems by methods of physics, and the results are random.
Н1: qualitative changes in the level of formation of mental and practical skills and abilities to solve practical problems of future energy specialists due to the influence of experimental forms, methods and tools.
The obtained value of Pearson's criterion (17.61> 7.8), that means the experimental value of Pearson's criterion, is the basis for rejecting the null hypothesis Н0 and accepting the alternative hypothesis Н1 about the influence of experimental training on the ability of future energy specialists to solve practical problems by physics.
Thus, for all parameters there were statistically significant changes in the level of formation of the ability of future energy specialists to solve practical problems by methods of physics, which gives reason to conclude about the high efficiency of using the physical projects.

CONCLUSIONS
Based on the analysis of scientific research in the field of education, the National Qualifications Framework, the standard of higher education in the specialty 141 "Electricity, Electrical Engineering and Electromechanics" for the first (bachelor's) level of higher education theoretically substantiated requirements for mental and practical skills of future energy specialists. and the advantages of physical projects in their formation.
Criteria and indicators of the formation of the ability of future energy specialists to solve practical problems involving the methods of physics: personal criterion -the presence and level of development of professionally important abilities and qualities; substantive-procedural criterion -practical and operational application of knowledge to specific situations; evaluation and regulatory criterion -self-assessment and self-control of activities.
The expediency of diagnostic tools to test the formation of the ability of future energy specialists to solve practical problems by methods of physics (16-factor personality questionnaire R. Cattell and the method of analysis of products as projects) is indicated.
The analysis of experimental data showed significant qualitative changes in the levels of formation of the ability of future energy specialists to solve practical problems by EG physics: high level -increase by 9.37%, sufficient level -increase by 10.42%, medium level -decrease by 10.15 %, low level -a decrease of 9.64%. The positive dynamics of qualitative changes in CG (Aver. = 1.95%) is due to traditional training, and in EG (Aver. = 9.9%) -the result of professional training of students based on physical projects. That is confirmed by calculations of Pearson's criterion (17, 61> 7,8