extfieldsofstudy: Physics Engineering

text:
Scientific communication skills on mechanical wave concept using student facilitator and explaining model assisted schoology

This research aims to find out the improvement and achievement of students’ scientific communication skills on the concept of mechanical waves using a cooperative model of student facilitator type and explaining assisted schoology. The research was conducted in the 2019/2020 school year in Man 2 Bekasi City. The sample taken was XI MIPA 3 as many as 34 students. The research method used pre experiment with the research design of the one group pre-test post-test design, sampling technique using purposive sampling. The instrument used is a test instrument in the form of an essay question as many as 9 questions and a non-test instrument to see the scientific communication of students at each meeting. The N-gain results, on the scientific communication skills (SCS) of students to find back relevant information from sources that have been read have the greatest increase. Then, based on the non-test results, it was found that the achievement of students’ scientific communication skills had increased in communicating reports orally (presentations).

Methods
This research uses a pre-experiment method with a one-group pretest-posttest design design. The study used a single class of experiments. Research in this design was created to look at the early scientific communication skills of students, then given the application of cooperative models of student facilitator type and explaining assisted schoology.
The population in this study is all students of grade XI MIPA MAN 2 Bekasi. The sample in this study used class XI MIPA 3 with a total of 34 students divided into 6 groups with each group consisting of 5-6 people. Students' scientific communication skills are measured through observations made by one observer in each group, and observations are made during the learning process using observation sheets. Students' scientific communication skills are seen through student activities both individually and in groups. Active and inactive students are spread across each group. Sampling techniques using purposive sampling with the help of physics subjects teachers. It is also assisted by the teacher of the physics subject in question, the physics teacher knows more about each student's activities during the physics learning process. Instrument trial results get 0.8 test reliability with very high category [17].
The achievement of students' scientific communication skills at each meeting is seen based on the calculation of nontest in the form of assessments from the observer in the learning process. The data is calculated using formulas (1) Then categorized with criteria 91-100 highly skilled, 71-90 skilled, 61-70 quite skilled, and < 61 less skilled [18]. After the data is processed then categorized with these criteria and seen the achievement of the scientific communication skills of students each meeting.
To determine the improvement of students' scientific communication skills, n-gain tests are used on pretest and posttest results. Calculate normized Gain score based on formula according to Hake using formulas (2)  Normalized Gain scores are divided into three categories: 0 < G < 0.3 low, 0.3 ≤ G < 0.7 medium category, and 0.7 < G high category [19]. The results of this categorization can be seen improving students' scientific communication skills using student facilitator models and explaining assisted schoology.

Achievement of Students` Scientific Communication Skills (SCS) at Every Meeting
The students' scientific communication skills (SCS) achievement using the observation sheet was assessed by the observer in each group. Indicators of students' scientific communication skills (SCS) are: 1) seeking information through references (scientific reading) & (information retrieval) (SCS 1); 2) group discussion (listening and observing) (SCS 2); 3) make conclusions based on guidelines (scientific writing) (SCS 3); 4) communicate the report orally (presentation) (knowledge presentation) (SCS 4). The results of the non-test calculation of students' scientific communication skills assessed by the observer were then classified on each SCS indicator. The results of the SCS achievements can be seen in Table 1. Based on Table 1 above, at the first meeting, students' average communication skills were in the less skilled category because students were not maximized and were still adapting to the use of schoology, so there were students who had difficulty when they wanted to start discussions.
The highest percentage of scientific communication skills is found in SCS 4, which is 78% in the third study. This is because at this stage of the presentation students are encouraged when viewing the results of presentations from other groups in an interesting schoology discussion group using a voice power point or video screen cam so that the group that at the first and second meeting only displays the presentation in handwriting or when at the third meeting tries to make an interesting presentation. This is in line with the advantages of the Student Facilitator and Explaining cooperative model which is to encourage students to be the best at explaining the material [20].
The percentage of different results is found in SCS 1 or looking for information by 66% with a fairly skilled category at the third meeting. The downside is that the SCS indicator 1 looks for information from references to low references because students only use references in the form of package books [21].This is because students only use the learning resources they used during previous physics lessons such as school textbooks or internet resources and have not used journals or university textbooks.

Improved Scientific Communication Skills (SCS) of Students
Test instruments using indicators: 1) rediscover relevant information from read sources (SCS 1) ; 2) make conclusions based on phenomena or experiments (SCS 3) ; 3) represents information in the form of tables, graphs, and concept maps (SCS 5). Based on the results of analysis of student pretest and posttest data, improved scientific communication skills can be seen using the N-Gain test. Calculation results can be seen in Table 2. The results of the N-Gain test showed that there was an improvement in the overall SCS in the moderate category. The problem in SCS indicator 1 which contains the application of contextual concepts where students are required to link events in daily life with concepts based on references that students have read. Based on the posttest results the student's answer already uses the correct wave properties i.e. diffraction and explained that the gap as the source of the wave. This is because in the discussion stage students are given contextual videos related to the concept of waves and given questions from the video. In line with the research of Dwi Wahyuninget al.(2016), so it will produce meaningful learning, where the element of learning is meaningful through the association of material learned with materials in daily life [22].
The lowest increase occurred in the SCS 5 indicator which is the representation of information of 0.42. The problem in the SCS 5 indicator requires students to represent information in the form of graphs, tables, and concept maps. At pretest most students are less conscientious and do not write variables on the chart as well as the table is not explained by the unit. This indicator requires focus, and precision so as not to get it wrong when reading or writing charts [23]. When posttest students already use clear units and variables x and y are given information, this is because students can already represent information from experiments or phenomena in the form of charts and tables. Representation is instrumental in helping to understand a concept, and can also improve communication skills [24].
The relationship between the student facilitator and explaining model stages and the scientific communication capabilities in the mechanical wave concept in Table 3. Students represent the information the teacher provides in the form of tables, graphs, and concept maps. Table 3 describes the relationship of SFE models, scientific communication capabilities, and the concept of mechanical waves. SFE's student-oriented model stages can assist students in improving scientific communication skills in understanding the concept of mechanical wave characteristics. In an active and student-centered learning process can help build students' scientific communication skills [25]. In previous research, learning using student facilitator and explaining models that were not followed by experiments and conceptual materials, then the number of observers was only one in the assessment of the learning process [26]. In this study using conceptual material then experiments on each student worksheet, then there was one observer who observed the discussion in each group. Implementation SFE model, there are advantages and disadvantages as in Table 4. Table 4. Advantages and disadvantages of applying student facilitator and explaining model to scientific communication skills.

SCS Advantages of Students Disadvantages of Students Scientific Reading and Information Retrieval
Students search for information and discover new information from the internet or textbooks.
Students only use the internet such as Wikipedia and blogspot in using information.

Listening and Observing
Students can be given a stimulus in the form of a video about the phenomenon of mechanical waves in everyday life.
Not all students like learning using video.

Scientific Writing
Students write experiment results according to procedure and analyze experiment results.
Students rely solely on smart students to write experiment results and analyze experiments.

Knowledge Presentation
Students can dare to present the results of the experiment.
There are students who are passive and do not make presentations. Information Representation Students can analyze the information and then represent it into graphs, tables, and concept maps.
There are students who are still misrepresenting information in the form of graphs and tables.
Based on Table 4, can be seen scientific communication skills are also defined as the ability to speak, read, and write about science. This ability requires special understanding and ability to describe and present their knowledge to others [27]. There are some students who still use blogspot in the search for information on the internet, do not use e-books or other reliable sources. There is an exchange of information during discussions because students have different sources of reading, according to previous research that the student facilitator and explaining (SFE) learning model is a learning model that can motivate students in learning so that students are actively involved in learning and increase student confidence, as well as encourage students to exchange more in-depth information [28]. Then from the provision of video links wave phenomenon in everyday life there are some students who have not opened the video, as evidenced at the time of the discussion there are some students who do not know the video shown. Meanwhile, students can be motivated to relate what they learn to their daily lives if the teaching approach is student-centered by supporting their development as independent learners [29]. In scientific writing indicators because it only collects one sheet containing the results of experiments and analyzes them students in the group rely on only one student in writing. There are some students who are passive at the first meeting to be active in conveying the results of the discussion but there are students who do not deliver the results of the discussion due to limited presentation time. Another study stated that students who had used the SFE-type cooperative model had a 51.83% increase in speaking courage from prior to the implementation of the SFE model of 48.17% [30]. Indicators of information representation can be reading or creating graphs, tables, and schema [31]. There are students who are still wrong in providing information on the x and y axes on the graph.

Conclusion
There is an improvement in students' scientific communication skills on the concept of mechanical wave characteristics, on all indicators with moderate categories. The highest increase in rediscover relevant information from read sources, then the lowest increase is in SCS indicator 5 which is information representation. The achievement of students' scientific communication skills at each meeting has improved. The highest increase is found in the SCS indicator 4 which is the presentation of knowledge at the third meeting with the skilled category, the lowest increase is found in indicator SCS 1 which is looking for information at the third meeting with a fairly skilled category.
During the learning process, teachers should pay attention to each group so that students actively participate in learning activities. Students prior to the use of schoology should be briefed on how to submit assignments, discuss, and open files in schoology. In the next study, we recommend using the control class as a comparison. Before using schoology students should be given instructions on how to send assignments, discuss, and open files in schoology. Then students' scientific communication skills should be trained in concepts that have minimal calculations.


TEACHER'S PERSONALITY AS A MOTIVATION IN ARABIC LEARNING: A SYSTEMATIC REVIEW BASED ON FIVE PROFESSIONAL TEACHER PERSONALITY FRAMEWORKS

Studies on the factors that influence students' enthusiasm for learning Arabic are still focused on the strategies and media used. Therefore, this paper presents a systematic study of various educator personalities that can motivate students to learn Arabic. This research used a literature study approach. The articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) approach and were analyzed using a framework of five professional teacher personalities. In the results of this study, several essential findings were described: (1) a steady and stable personality is manifested by the conformity of the attitude of Arabic educators to the prevailing norms, (2) mature personality is implemented in a positive enthusiasm of learning interaction between educators and students, (3) an educator's prudent and wise personality in the Arabic learning process is implemented in the form of neutrality or equitable behavior towards all students, (4) an authoritative and polite personality is actualized in a comfortable and positive atmosphere when the Arabic learning process occurs, and (5) a noble character is manifested by the educator’s example who in his daily life is always active in using Arabic so that it affects the motivation of students to be active in speaking Arabic.

INTRODUCTION
The teacher's personality in the learning process is one of the important factors in achieving language learning success. The positive atmosphere resulting from the teacher's personality can encourage students to participate in foreign language learning (FLE) (Ahmadi-Azad et al., 2020).
On the other hand, in his research, Zhang reports that the teacher's personality greatly influences the teaching style performed by the teacher (Zhang, 2007). The ideal teacher personality among students can provide great learning satisfaction results, especially in emotional stability and awareness (Kim & MacCann, 2016). The characteristics of the teacher's personality have a positive relationship with teaching techniques (Bramwell et al., 2011;Chan & Yuen, 2014). It certainly has implications for students' learning motivation, considering that it is crucial in achieving learning outcomes (Bower, 2019;de Burgh-Hirabe, 2019;Escobar Fandiño & Silva Velandia 2020;Mubarak et al., 2021).
In learning Arabic, previous research that examines the effect of the teacher's personality, specifically on the five personality frameworks to increase students' motivation in learning Arabic, is currently still limited. Researches on the elements of motivation to learn Arabic still lead to the aspect of using interactive learning media (Albantani, 2019;Arifin et al., 2021;Ilmiani et al., 2020) or ideal strategies used by teachers to support Arabic learning outcomes (Aburezeq, 2020;Mubarak et al., 2020). Therefore, this systematic study aims to overview the effects of the five teacher personality frameworks in increasing students' motivation to learn Arabic.
The study results expect a contribution to the personality selectivity aspect of ideal teacher and lecturer candidates in learning Arabic.

METHOD
The researcher used a literature study approach. First, the researcher searched for articles on the topic of the personality of the Arabic language teacher using national and international databases. The researcher also determined one main criterion in selecting articles: the articles were published within the last ten years (2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021). In that period, it is expected that the content of the article is still relevant.
Second, the selection of articles for review used the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines, which included: (1) defining topics and criteria, (2) determining sources of information, (3) selecting relevant literature, (4 ) collecting articles and (5) analyzing articles (Page et al., 2021). Chart 1.

PRISMA Flowchart for Article Selection
Third, the research findings were analyzed using a framework of 5 professional teacher personalities, such as steady and stable personality, mature personality, prudent and wise personality, authoritative and polite personality, and noble character (Undang-Undang Nomor 14 Tahun 2005, n.d.). Therefore, the research results would be arranged thematically according to the points in the five professional teacher personality frameworks mentioned above.

RESULT AND DISCUSSION Steady and Stable Personality
The first teacher personality competency framework is that the teacher must have a steady and stable personality. Isop, Maryani, and Selvi (2020) correlate the relationship between the personality competencies of Arabic teachers and student learning outcomes. The personality of the Arabic language teacher correlates with student learning outcomes with a significant value of 0.02. They also suggest that Arabic teachers should have a steady and stable personality to increase students' motivation to learn Arabic (Syafe'i & Maryani, 2020).
Syarifuddin (2014) also emphasizes that a steady and stable personality must be embedded in Arabic teachers to develop professional abilities (Syarifuddin, 2014). It, of course, has implications for the normativity of a teacher when the learning process occurs so as not to do anything outside of religious, legal, and social norms.
It can be concluded from the articles above that a steady and stable personality for Arabic language educators can be manifested by conforming to the attitudes of educators towards the applicable norms, such as the aspects of religious norms, legal norms, and social norms. Acting according to norms indicates a person's personality that is steady and stable, as described in the Act (Undang-Undang Nomor 14 Tahun 2005, n.d.). It also has a positive impact on students' learning motivation as it is reported by Rahayu (2019) that a steady and stable personality in an educator has implications for students' learning motivation. (Rahayu, 2019). A steady and stable personality raises the enthusiasm and willingness of students to learn, regulates teaching and learning processes and situations humanely, and transfers the influence of learning in school to its application in life outside school (Fitriana, 2019).

Mature Personality
In one of the teacher's personality competency frameworks, it is expressed that the teacher must have a mature personality. Hendra (2021) reports that in learning Arabic, educators should have an upbeat enthusiasm. It is proven by the energetic and fun learning interaction atmosphere that the teacher applies so that the students easily understand the explanations given by the teacher. Good interactions foster a positive spirit and provide a sense of security and comfort in the Arabic learning process (Hendra, 2021). Kassim, Damit & Taat (2017) also report that the upbeat enthusiasm initiated by the teacher in the Arabic learning process positively influences students' learning motivation. The positive spirit that appears can minimize students' indolent and indifferent attitude in participating in the Arabic learning process (Kassim et al., 2017).
Based on Law number 14 of 2005, one indicator of a mature personality is an educator ethos that reflects a diligent and hardworking attitude with enthusiasm (energetic) in carrying out their duties (Undang-Undang Nomor 14 Tahun 2005, n.d.). Therefore, it comes to the conclusion that the mature personality that Arabic language educators can implement is a positive spirit implemented in learning interactions between educators and students. It is aligned with the results of Nakata, Nitta & Studa's (2020) research which reported that positive interactions between educators and students in the learning process became a motivating factor for students in learning. (Nakata et al., 2020).

Prudent and Wise Personality
Prudent and wise personality is also one of the focuses of the findings in this study and is also one of the five teacher personality frameworks. Islam (2015) reports that one of the demotivating factors for students learning Arabic is the teacher's injustice in treating Arabic class students. The teacher prioritizes students who already have the basic Arabic language before, causing an attitude of "favoritism" in giving assignments and assessing the results. (Islam, 2015).
On the other hand, Hendra (2021) reports that an Arabic language educator must be neutral. Educators' neutrality towards students in the Arabic learning process is proven by not discriminating between students. Educators must act as people who can mediate gaps to students (Hendra, 2021).
From the analysis results above, it can be inferred that an educator's prudent and wise personality in the Arabic learning process is implemented in the form of neutrality or equitable behavior towards all students. The law explains that equitable treatment is one of the characteristics of a teacher who has prudent and wise competence (Undang-Undang Nomor 14 Tahun 2005, n.d.). In the learning process, the teacher must be fair in treating students, so it does not bring up the dominant student criteria in the class and potentially emerge the term "favoritism." Arlin (1999) reveals that a wise teacher becomes a model or characteristic of a developing teaching system (Arlin, 1999).

Authoritative and Polite Personality
Said, Fatmawati, and Masnan (2021) report that teachers must have an authoritative and disciplined personal quality standard according to their analysis of Arabic teachers' social competence to increase students' interest in learning. In this case, the Arabic teacher must make decisions independently on matters relating to the Arabic learning process. They also add that the importance of a teacher having a polite personality can help to direct Arabic students to have social intelligence that can be applied in daily life (Said et al., 2021).
Another study, conducted by Muslim, Ismail, Ghani, Nawawi, Rohman, & Rostam (2020) on the quality traits of Arabic teachers agreed upon by students and teachers in Malaysia shows that an authoritative teacher belongs to the category of qualified teacher personality. The characteristic of a good relationship for qualified teachers is having a polite personality (Al-Muslim et al., 2020).
From the results of the article analysis above, it can be deduced that an authoritative and polite Arabic educator becomes one of the criteria for an educator that students expect. Educators who are polite in interacting with students have implications for a comfortable and positive atmosphere when the learning process occurs since feeling safe and comfortable when studying certainly affects their learning motivation (Mubarak et al., 2021).

Noble Personality
One of the teacher's personality frameworks is a noble character. The influence of noble character to motivate students' enthusiasm for learning Arabic generally tends to be seen in the Islamic boarding school culture.
The profile of a Kyai (Mudirul Ma'had), a role model for the students at Islamic boarding schools, is certainly gives a positive value to students' learning motivation in Arabic. It is attested by the results of Masnun's research (2020), which reports that Habib Hasan bin Ahmad Baharun, the Founder of Darullughah Wadda'wah Islamic Boarding School, revives the Arabic-speaking environment by consistently communicating using Arabic within the boarding school extended family environment. He even compiled several Arabic books which became the main reference for students to apply Arabic in daily life, such as Al-Muhawah Al-Haditsah, Majmu'at Ashriyyah, and Kalimaat Al-Af'al wa Al-Asmaa' Al-Yawmiyyah (Masnun, 2020). According to Mahfuz's research (2017), these books are compiled based on the personal experiences of Habib Hasan bin Ahmad Baharun in everyday life (Mubarak, 2017).
It can be understood that from the analysis above, the exemplary noble character has been proven to impact students' motivation to learn Arabic positively. It also corresponds with the results of research by Hamdun (2016) and Nulaila, Muassomah, & Abidin (2021) that the example of a teacher plays an essential role in students' motivation, especially in the aspect of language learning. (Hamdun, 2016;Nurlaila et al., 2021).

CONCLUSION
This systematic analysis provides information for Arabic language educators, especially on personality competencies that can foster students' motivation to learn Arabic. The analysis results generate several important findings: first, a steady and stable personality can be manifested by conforming to educators' attitudes towards the applicable norms, such as the aspects of religious norms, legal norms, and social norms. Second, the mature personality can be implemented in a positive enthusiasm of learning interactions between educators and students.
Third, an educator's prudent and wise personality in the Arabic language learning process can be implemented in neutrality or equitable behavior towards all students. Fourth, an authoritative and polite personality can be actualized in a comfortable and positive atmosphere when the Arabic language learning process occurs. Fifth, the noble character is manifested by the educator's example, who is always active in using Arabic in his daily life, which affects the motivation of students to be active in speaking Arabic.


Students’ reflective thinking based on their levels of emotional intelligence in mathematical problem-solving

This qualitative research aims to analyze secondary students’ reflective thinking in solving mathematical problems based on their emotional intelligence (EI). It involved four secondary school students selected from twenty-nine students who were given the EI questionnaire. The research instrument was a test and an interview guideline. Data analysis was referred to as Polya's four problem-solving stages integrated with the indicators of reflective thinking. The findings reveal that students with a high level of emotional intelligence can fulfill the whole indicators of reflective thinking. In this case, the students can react to a given situation or problem by carefully understanding the available information, making comparisons between elements to formulate strategies, explaining in detail the steps to solve problems, and doing contemplation in checking step by step and correcting mistakes. Meanwhile, students with mid-levels of emotional intelligence are less reflective in making comparisons between elements to formulate strategies for problem-solving.

Introduction
Reflective thinking constitutes one of the thinking skills proven to be effective in facilitating students when solving problems (Demirel, Derman & Karagedik, 2015;Erdoğan, 2020). It hones students' accuracy and concentration in their study journey (Funny et al., 2019). However, most mathematics teachers at schools have not fostered the sharpening of this sort of reflective thinking (Rahmi, Zubainur, & Marwan, 2020). Very rarely do teachers introduce and get their students accustomed to reflective thinking in solving mathematical problems (Salido & Dasari, 2019). Reflective thinking focuses on beliefs in deciding what to believe or do. In other words, reflective thinking is considering appropriately and carefully all alternatives before making a decision. In the decision-making process, EI can regulate emotions with intelligence; this shows that reflective thinking relates to individuals' emotional intelligence.
Emotional intelligence (EI) is perceived as one of the internal factors that potentially influence students' learning achievement in general (Paguyo-Gumangan, 2018;Seng et al., 2016) and mathematics performances in specific (Shafiee et al., 2016). Awai and Ogori (2016) explicate that EI incorporates intellectual processes that lead individuals to express their emotions aiming for raised-motivation, well-designed plan, and target orientation. Goleman has assumed that this sort of emotional competence develops via the drive of experiences and selfreflection (Mitchell-White, 2010).
Prior studies (e.g., Albayrak et al., 2018;Deringöl, 2019;Zahara, Hajidin & Abidin, 2020) have addressed the roles of reflective thinking relating to success in mathematics. Considering the roles of reflective thinking and emotional intelligence in teaching and learning, this research was conducted to analyze students' reflective thinking in solving mathematical problems based on their level of emotional intelligence; whether students with different levels of emotional intelligence think reflectively in mathematical problem-solving. The findings are expected to enrich our understanding regarding the roles played by EI and reflective thinking in mathematics teaching and learning.

Reflective thinking
Reflective thinking refers to an active process of decision-making by revisiting prior experiences -thinking of, discussing, and re-evaluating them according to specific purposes (Yildirim, 2017). In this case, it is of great importance that students are reinforced to develop their thinking skills as attempts to achieve quality improvement in mathematics instructions. Pianpeng and Koraneekij (2016) aver that reflective thinking is a process of researching and seeking interesting objects from stimuli derived from previous experiences, which lead to shifted perspectives over new ideas. By having reflective thinking skills, students will be equipped with a higher thinking level as it triggers them to review what they have formerly done and transform their understanding based on new information and experiences. Reflective thinking constitutes a process students are to be equipped with to identify and solve problems by utilizing their background knowledge and experiences (Rasyid et al., 2018). It is initiated by confusion before eventually proceeding to an investigation stage to find out an alternative solution. It triggers students to develop their strategies to solve problems by means of incorporating reflection throughout the processes.
There are several characteristics of reflective thinking: reflection as retrospective analysis, reflection as problem-solving, critical reflection on oneself, and reflection on self-esteem and success (Choy & Oo, 2012). Rasyid et al. (2018) explain the components of reflective thinking: 1) reaction, which refers to the initial students' responses to the personal understanding of certain occurrences, situations, or problems; 2) elaboration/comparisons refers to an attempt on which students make analysis and clarification over meanings and information they believe by comparing the reaction to experiences they have faced; and 3) contemplation, which prioritizes in-depth personal understanding, such as describing, informing, considering, and reconstructing specific situations or problems. Accordingly, those who undergo reflection will have a clear judgment over something through their learning process.
The lack of teachers' attention to learning development in the classroom tends to get preoccupied with routine problems and negligence to personal experiences. For those reasons, students are found to have a low level of reflective thinking skills (Muin et al., 2018). Suharna et al. (2020) assert that the lack of reflective thinking skills may cause fallacies among students in solving mathematical problems at schools and may result in a deficient understanding of the given problems. Besides, it shows that students' reflective thinking skill does not earn special attention as teachers are concerned more with learning achievement than how the students get the answers to the problems. In contrast, reflective thinking is vital in learning mathematics as it constitutes a determinant factor of students' success in solving mathematical problems (Toraman et al., 2020).

Mathematical problem-solving
Problem-solving, in essence, is one activity to integrate rules and concepts formerly obtained, and it covers understanding the problems, structuring plans for the solutions, calculating, and examining (Hidayat, 2018). Problem-solving signifies an effort to find out solutions by way of planned thinking processes (Bayuningsih et al., 2017). To a broader extent, the students themselves can structure their understanding according to their experiences in an attempt to get accurate solutions for particular problems. Problem-solving also is an attempt to find solutions accurately and effectively for specific problems using a well-planned thinking process.
Mathematical problem solving is a determining stage in which students answer any questions they are challenged with. Mathematical problem solving is defined as a process of finding answers based on steps of problem-solving, starting from understanding the problems, structuring plans for the solutions, implementing the solutions, and assuring the answers/solutions (Novriani & Surya, 2017). This sort of process offers students ample opportunities to promote and develop their thinking skills and strategies to solve any given problem. Polya (2004) proposes four main stages in problem-solving; understanding the problems, structuring plans for the solutions, implementing the solutions, and reexamining the solutions. Problem-solving skills in mathematics learning are a means for students to develop and examine their ideas, transfer the skill to the uncommon situation, and take charge of their learning development (Das & Das, 2013). Salido et al. (2020) explain that mathematical problem-solving can provide students with a chance to empower and develop their reflective thinking skills. This research, therefore, is set to Polya's problem-solving stages as it is equipped with a wellstructured framework to solve complex and sophisticated problems, making students more careful in following the steps and procedures for solving the problems.
We integrated Polya's stages with the indicators of reflective thinking (Table 1). In the first stage, students try to understand the given problems by providing an initial response (reaction), for example, state or write what is going to be solved. When planning a solution, they attempt to find the relationship between the questions asked and the available information and then plan a solution. In this case, the students do a comparing activity; compare information from the problem under investigation, reflect on the experience, and then make judgments. At the last two stages, they do contemplate activities, reconstructing a situation or problem. Construction activities must precede the reconstruction activities.

Emotional intelligence in learning
It takes into account intellectual processes aiming for achieving certain goals. Upon their learning, students deal with the thinking process and emotions, especially in solving problems. Consequently, EI appears as an individual awareness of their emotions, and it constitutes an ability to recognize and control emotions and express a sense of sympathy to other people (Reyhani et al., 2012).
People have been granted different emotional intelligence. This difference can be reflected in the students' responses to various problems they face during their learning (Valente et al., 2019). Besides, students' positive emotions will influence their motivation, ways to solve problems, and concentration during their learning. Therefore, emotional intelligence potentially assists students in determining problem-solving strategies.
Goleman (2015) further separates emotional intelligence into five dimensions, i.e., selfawareness, self-management, self-motivation, empathy, and mathematical skill: all of which have aroused our interest in researching the thinking process as a social skill. Moreover, students' emotional intelligence varies with different characteristics. Some differences occur in students' emotional intelligence levels, which are also intertwined with students' reflective thinking skills in solving mathematical problems. In short, the emotional intelligence indicators used in this current research were referred to as emotional intelligence proposed by Goleman.

Participants
This research involved students with different levels of emotional intelligence, which were assessed using a questionnaire developed referring to the indicators by Goleman (2015). Twentynine students with high mathematics ability were given the questionnaire. The students were chosen with the consideration of being able to accomplish the given test following all Polya's stages. This enables us to have rich data regarding their reflective thinking at each stage. The results were 15 students in high levels of emotional intelligence and 14 students in the mid-level. Four students were selected to typify the expected emotional intelligence levels purposivelytwo with high emotional intelligence (S1, S2) and two with middle one (S3, S4). The selection of two students in each category was meant to have a comparison.

Data collection
In the field, the main instrument of the research was the researchers themselves. To collect the data, a test and interview were administered to the selected students. Specifically, the test was about the Pythagoras theorem, which was supposed to elicit students' reflective thinking. Then, each group of students was interviewed in an unstructured way to confirm her/his answers on the problems and further understand her/his reflective thinking. The test was as follows.
Two poles side by side are 24 m apart. If the height of the pile is 22 m and 12 m, respectively, find the length of the connecting wire between the ends of the pile! To solve the problem, the students must carry out the reaction, comparison, and contemplation activities. The reaction appears when students state between poles, the height of each pole, and how long the connecting rope is. The comparative activity emerges when comparing the heights of two poles and looking for the differences and formulating the relationship between the difference in the height of the pile and the height of each pile. The contemplate activities are expected when they complete the formulation using the Pythagorean theorems, conclude, and recheck.

Data analysis
Data analysis follows the procedures of data condensation, data display, and drawing and verifying conclusions (Miles, Huberman & Saldana, 2014). The raw data were then obtained from the research process by means of tests and interviews. The test results and student interviews were coded deductively according to Table 1. The data is presented in a narrative and more compact manner as a representative picture of the reflective thinking of all students. The conclusions are drawn by wrapping all research data. In addition, re-testing the suitability of the data collected is also carried out to formulate appropriate conclusions about how students carry out their reflective thinking, especially according to their level of emotional intelligence.
The data reduction referred to Polya's four problem-solving procedures: understanding the problems, structuring plans for solutions, implementing the solutions, and reexamining the solutions: all of which were integrated with the indicators of reflective thinking skill that comprised showing a reaction, making a comparison, and doing contemplation. During reflective thinking, the students made a clear decision for any solution they chose. Henceforth, they needed to reexamine every single step they were through to arrive at the best answer. The indicators of reflective thinking based on Polya's framework are described in the following table. In this stage, the students showed certain reactions through a specific activity, observing information repeatedly to thoughtfully decide further steps to take and make them at ease in understanding the problem well. Reacting to the given situation could be shown by repeatedly reading the question. It was followed by designing a raw sketch based on the students' understanding, as shown in Figure 1. S1 and S2 sketched the plane as precisely as possible, setting up the size precisely and putting different symbols in both poles. The difference shown by S2 was reflected from the two parallel lines that denoted the distance of the poles.

S1's answer
S2's answer The students could determine the adequacy of information to solve the given problem. Therefore, in understanding the problem, they could make a connection on the necessary information stated in the problem, which met one of the reflective thinking indicators, showing a reaction. When doing this, they detected adequate information about features to find and the others that had been clearly known so as to make them at ease when designing a strategy. By such a process, they appeared to have met some indicators of reflective thinking, namely: (a) restating the problem using their own words; (b) stating features that had been identified; and (c) stating what is supposed to solve within the problem. This was supported by the following excerpt of the interview.

Structuring plans for the solution
In this stage, both S1 and S2 were able to draw upon possible solutions in answering the question according to their prior knowledge. It caused diverse patterns of understanding that referred to the illustrations they created. The students were in trouble applying the most appropriate method for the problem given, and thus it took a long time to get into the last step of solving the problem. They then compared by connecting any interrelatedness from the information identified within the figure based on their prior knowledge, e.g., about trapezium, rectangle, and Pythagoras theorem. By doing so, they could shortlist the best solution amidst possibilities.

S1's answer
S2's answer Figure 2. High EI students do a comparing activity The students made use of the prior knowledge by shortlisting possible solutions they formulated. The abovementioned description indicated that to structure the solution, the students could understand well how the question was supposed to be answered so that the whole indicators of reflective thinking could be achieved satisfactorily, such as (a) explaining the connection between features to find and the ones that had been identified in order to structure the strategy; (b) connecting to prior experiences while explaining the problem based on their experiences, and (c) giving a strong reason for every step taken out and believing that the solution offered was effective for the problem. It was indicated through the following excerpt of the interview.

Transcript 2 P
: Please tell me in brief about the figure that you created.

S1
: This is a trapezium since the upper part typifies a right triangle. And we need to find the hypotenuse of the triangle.

S2
: It is because the lower part (pointing to the figure) typifies a rectangle, while the upper part is a right triangle.

Implementing the solution
Both students were contemplating by giving attention to the previous stages, showing reactions, and comparing. They also could write and explain correctly how to implement the solution, step by step. In addition, they admitted that they had previously dealt with a seemingly similar problem. In this stage, the subjects applied two ways as the solutions. Firstly, they sought the length of one side that remained unknown. Then, they connected it to the application of the Pythagoras theorem as shown by S1, who stated that by knowing the length of EB, the length of the wire could be calculated through √ 2 − 2 .

Figure 3. High EI students contemplate when implementing the solution (Both students have similar answers)
The aforementioned elaboration denoted that the subjects had performed contemplating in solving the problem, which means that they could explain the whole steps to solve the problem in detail. In the process, the subjects could: (a) state the steps of implementing the strategy as planned; (b) make a thoughtful consideration for any steps to take, and (c) not commit any fallacy in the process of solving the problem, so they had the same answer. These findings were supported by the excerpt of the interview as follows: Transcript 3 P : Why did you apply the subtraction on AB and CD? S1 : The figure here is like a right triangle EBD, so we need to focus on the little part of AB, which is EB. P : Did you ever work on the same problem before? If so, please tell me. S1 : I think I did, but the problem was straightforward about a right triangle. I was supposed to find the length of the baseline using Pythagoras concept, 2 = √ 2 + 2 P : Then, how will you solve this sort of problem? S2 : It is known that TQ is 10 meters, so to find the hypotenuse, we need to use the concept of 2 = � 2 + 2 = √10 2 + 24 2 = √100 + 576 =

Reexamining the solution
In this stage, the students believed in the preciseness of the solution. To their understanding, each of the features necessary to solve the problem had been deemed appropriate. They added up that no fallacy was committed during the process of solving the problem. Subsequently, they were confident that they could formulate the right conclusions, as reflected in the following excerpt of the interview.

Transcript 4 P
: So, what is the conclusion? S1 : Since the wire that connects the poles remains unknown, DB subsists as the wire and signifies 26 meters. S2 : I can conclude that QR constitutes 26 meters long.
The subjects did contemplation as they believed in the preciseness of their answers and evaluated them according to the sense of appropriateness depicted in the figure. In short, the process had met the indicators of reflective thinking, namely: being aware that no fallacy was committed while solving the problem, believing in the preciseness of the solution, reexamining the steps and the answer obtained, detecting and fixing up fallacies, and drawing a good and correct conclusion.

Understanding the problem
In this stage, the students could identify facts that subsisted in the problem satisfactorily. To help them understand the problem, they created an illustration similar to the previous subjects, as shown in Figure 4. Unlike those with high emotional intelligence levels, S3 did not jot down any symbol representing different poles despite being able to explain everything correctly. The following excerpt of the interview describes the condition. : The distance between the poles is 24 meters long.
S3's answer S4's answer In this case, S4 did not read the question carefully so that mistakes were potential to be committed to illustrating the problem depicted through the figure. Nonetheless, the subject was aware of the mistakes and fixed them up immediately. This was in line with the reaction shown by S4 upon the given situation. It is illustrated in the excerpt of the interview below. Referring to the facts above, it can be summed up that the students had met the indicators of reflective thinking shown by how they reacted to the problem, including (a) reexplaining/restating the problem using their own words; (b) stating features to find and the ones that had been known in the problem, and (c) stating necessary features to solve the problem.

Structuring plans for the solution
In this stage, the students exhibited a connection between necessary information in the figure by proposing some problem-solving steps. However, they did not really use their prior knowledge to point up their diverse understanding of the illustrative figures they created. Since the wire that connected the pole was the problem, S3 assumed that the wire was the hypotenuse. Afterward, the student recalled prior experiences in solving a similar problem, which led the subject to use the Pythagoras theorem to arrive at the answer.  Akin to S3, S4 also attempted to formulate some possible alternatives to find the length of the line through the following connection " ." In this phase, the subject was aware that a fallacy occurred, especially in the application of the mathematical model. After contemplating, the subject proposed another alternative which was related to the concept of Pythagoras. In this stage, both of the students considered the solution they proposed based on their basic understanding as follows.

Transcript 8 P
: Why did you use such kind of solution for this problem? Are you sure it will be effective?

S4
: As far as I am concerned, to find the hypotenuse of a right triangle (e.g., ABC triangle), the Pythagoras theorem should be used mainly in this case.
According to the students' answers and interview results, it was found that in this stage, both students had attempted to perform comparing procedure, but unfortunately, the solutions remained incomplete. In other words, it could be concluded that the subjects went through comparing procedures in structuring plans for the solution. However, some indicators of reflective thinking were left incomplete, which was on point (c) -not making any thoughtful and clear consideration on the selected solution and not making a clear and complete connection from the existing information. There remained a different understanding between those with high emotional intelligence levels and those with the average one, specifically in choosing some alternative ways and the number of fallacies committed.

Implementing the solution
The students proposed the strategy according to their plans in the first and second stages. All procedures they did were interrelated. In this stage, furthermore, they stated that the strategy had been parallel with their formerly structured plans. Nevertheless, according to the result of the interview, the students could not re-explain every single step they did to solve the problem. They even could not utter any good and strong reason for the solution they took. Even though they were given stimuli, fallacies still existed during the process of answering the question. Unfortunately, they remained unaware of the fallacies so as to make them remain mistaken. For that reason, the subjects attempted to do contemplating, but they only met one of the indicators. This finding was indicated in the following excerpt of the interview.

S3's answer
S4's answer Figure 6. Mid-level EI students contemplated when implementing the solution Transcript 9 P : How will you apply the Pythagoras theorem to solve the problem? S3 : We just need to insert = 12 and = 5 into the formula. So, it will be 2 = √12 2 + 5 2 = � 144 + 25 = √169. The answer is 13m. Q : Have you rechecked your steps carefully? Perhaps you missed some. S4 : Beats me. I am not sure, Ma'am.

Reexamining the solution
The students had tried to reexamine the illustrations they created but could not detect fallacies in their understanding of the figure. They seemed to have no idea about that but were less motivated to fix up the committed errors. For that reason, they could not make a good and correct conclusion, which made the answer unsuitable with the current information. Such a finding was denoted in the following excerpt of the interview: Concerning the abovementioned excerpt of the interview, it could be summarized that in this stage, the students had performed contemplating stage. However, it only covered one of several indicators stipulated, which was to reexamine steps taken out and answers obtained without doing any correction on the existing errors. Table 2 depicts students' reflective thinking based on their emotional intelligence in solving mathematics problems. In structuring the solution, the patterns of the high EI students' answers still indicated some difficulties in understanding the existing illustrations, but they kept trying to get the best solutions. In addition, they were also found to do comparing by providing diverse understandings on the illustrations based on the core situation under the focus. They analyzed a possible connection amongst facts depicted in the figure and related them to various relevant problems so that the interconnectedness that was identified could be the basis to solve the problem. MacCann et al. (2020) assert that those with high emotional intelligence levels could analyze any information that has been known and unknown by referring to certain background concepts they have learned. In implementing the solution, the students contemplated every step they did while solving the problem. It was carried out by thoughtful, clear, and consecutive consideration. They were led to making a connection over stages and steps to finish the solution as a result of considerate and careful decisions. This finding supports prior results (Harris et al., 2013) that students with high emotional intelligence levels are equipped with creativity to solve problems. In reexamining, those with high emotional intelligence levels had diverse characteristics in evaluating the process of problem-solving and believing in the preciseness of the answers they generated. For example, the students conduct a contemplation to detect errors in answers, evaluate the suitability of answers with pictures and believe in the truth of answers. Regarding this, Goleman (2015) asserts that emotional intelligence can raise the sense of selfmotivation to carry over self-assessment more accurately so that the whole indicators of reflective thinking can be satisfactorily achieved. The students are able to do as the highlevel students do

Comparisons
The students are able to:  Make connections between elements to formulate strategies  Provide reasons why the strategy was used The students are not able to:  Make connections between elements to formulate strategies  Provide reasons why the strategy was used Contemplation The students are able to:  Implement the strategies according to the plans  Ensure the accuracy in the problemsolving process  Conduct checks to detect errors  Believe the answer is correct The students:  Carry out the strategies according to plan but cannot explain why to use the strategies  Check the solution but cannot detect any errors  Have no motivation to fix the errors In understanding the problem, students with mid-level of emotional intelligence level show reactions by initially drawing illustrations based on the given situations, but they tended to commit fallacies for they were less careful to understand pieces of information required in the question (problem). In fact, they were aware of it and rechecked the whole hints to fix up the fallacies committed. This is in line with Tyng et al. (2017) that students who care about emotions or feelings must be caring about changes and improvement. In structuring the plans, the students did not really make use of their mathematical knowledge, so that they could not satisfactorily provide diverse perspectives upon the illustrative figures. In general, they were comparing by connecting features that had been identified and the ones under investigation. However, they did it incompletely so as to cause fallacies of understanding to occur. This is also shown by Supriadi et al. (2015) in their research. The students in this level are capable of stating which features have been known and which to seek but with less confidence in declaring that it has been adequate enough to arrive at the final answer.
Furthermore, in implementing the solution, the mid-level EI students showed the tendency to be able to present the process they had planned. This supports what has been found by Smita et al. (2017). The students tried to re-evaluate the process of obtaining the solution from the beginning to the last stage. They realized some mistakes happened during the implementation process, but they did not make any effort to fix them with other possible solutions. As a consequence, they could not make a good and correct conclusion. Chasanah and Rosyidi (2018) also found that such students often feel doubtful in choosing the best strategy amongst many possibilities.
The current research indicates that, in general, students with high emotional intelligence levels would show reaction upon the given situations by carefully understanding the existing information, transforming the situations into illustrative figures, and filling out the precise numbers as necessary as Prafitriyani et al. (2019) found; the students focus more on understanding the problem, self-motivating to keep on moving forward, and being optimistic about overcoming the problem they face. In addition, they can adequately determine the information that is necessary for structuring the strategy, express different information in understanding the problem, and state features that are supposed to be found and the other ones that have been known.

Conclusion
This study found that students with high EI levels do reflective thinking in each stage of problem-solving. However, mid-level EI students are not able to think reflectively in solving mathematics problems. In understanding the problem, the mid-level students show a reaction. While structuring plans, they are generally comparing but giving incomplete solutions. Additionally, in implementing and reexamining the solution, they contemplate. Despite being aware of their own mistakes, they did not make any efforts to revise them, which results in an incorrect conclusion. This research unravels that the students' reflective thinking based on their emotional intelligence typifies their different characteristics in solving mathematical problems. Indeed, students with high levels of emotional intelligence are reflective in problem-solving, while students with mid-level emotional intelligence are less reflective. This research implies that students' emotional intelligence is critical to support their reflective thinking.


Ways of Solving of Safety Problems of Single-Track Vehicles

This article describes the ways of solving essential problems regarding the safety of single-track vehicles (STV). All test procedures and STV research works were developed and approved by the authors.

Introduction
Single-Track Vehicles (STV) have under mentioned advantages over common automobiles:  it is easy to operate a Single-Track Vehicles;  STV have a great mobility in traffic jams;  STV occupy small parking space, they are really compact while moving;  STV are not so expensive as traditional automobiles;  STV have an essential fuel economy. STV have many advantages but there are also some disadvantages too. This is the reason that prevents STV from being the best among urban vehicles. Some of these disadvantages are actual just for countries located in medium and cold climatic zones. STV essential disadvantages:  Single-Track Vehicles don't have a body -this is a reason of the worst passive safety in road accidents; The specific number of deaths per one registered motorcycle is 59 per 100 000. This indicators are more than three times higher than the specific number of deaths occurred in car accidents (17 per 100 000). If we compare the number of deaths of motorcyclists per one kilometer with the number of deaths of automobile drivers and passengers, we will find out that motorcyclists die 22 times more often in road accidents.
 All STV have insufficient stability during driving mode at low speeds and unstable balance while standing still;  Due to the lack of body the driver and passengers of Single-Track Vehicles may feel unpleasant external influences from snow, rain, wind, dust, etc.
Regarding the safety laws of all Countries it is mandatory to use special devices and clothes for body protection. This may be a hamlet, at least or some kind of a "shell", overall; leggings and so on. But anyway all of these protection items are uncomfortable and awkward. These measures of safeness are obligatory due the open-style construction of STV.
We would like to suggest the best ways of solving of Single-Track Vehicles problems:  Clarification of STV moving conception [1];  Improvement of experimental research methods of brake system's characteristics, controllability and stability during all STV driving modes, including the still position;  Improvement of STV design and construction;  Improvement of statutory regulations;  Training for safety use of STV. There is a brief description of 5 methods of solving of STV problems. These methods were developed in the course of many years of research in MADI while writing a doctoral dissertation by Gayevsky V.V.

Clarification of STV moving conception (first method)
There are two main types of vehicle's moving ways: rectilinear and curvilinear.
Considering the curvilinear moving way we use such features as: moving with high speed (vehicle's controllability) and moving with a low speed (vehicle's maneuverability).
There are some specific features and variations of STV for each moving style. Also the balance while standing still is actual for STV. Peculiarities of rectilinear movement are: low moving speed and one-wheel drive style. Main features of curvilinear movement are: turn availability due to the body careen only; high speed; turning due to steering wheel rotation jerk with reverse center; one-wheel turn way [4,5,6,7].
The equilibrium for a standstill STV is a balancing position on the verge of unstable equilibrium condition. It may be achieved by:  moving the driver's body (and the passenger's) left-to-right relatively to longitudinal axis;  moving the steering wheel left-to-right;  using the flywheel (gyroscopic effect);  using of additional support device (it may be driver's leg or bearing);  other types of additional devices for stable position. The peculiarity of moving with a low speed is a small stabilizing torque from the rotation of the wheels (gyroscopic torque). As the speed is low, the balance is achieved by:  moving the driver's body (and the passenger's) left-to-right relatively to longitudinal axis;  moving the steering wheel left-to-right;  using the flywheel (gyroscopic effect). One-wheel drive style is a twice unstable balance condition. It is achieved by:  driver's body shift (balancing);  verification of force on the wheels (rear wheel -traction and braking, front wheelbraking).
Taking into the consideration all above mentioned information we may determine "STV Critical Driving Modes".
Critical driving modes may be divided into two categories (table 1): Table 1. Critical driving modes.

Rectilinear motion Curvilinear motion Balance during standstill position
Sliding turn Moving with a low speed Turn due to the body inclination One-wheel drive style Turn by using a driven wheel that rotates in the opposite direction from center of turn Moving with a low speed Turn by using one wheel To investigate critical driving modes (CDM) of STV it is important to understand when they appear, process and conditions of transformation to normal driving modes. Thus it is necessary to determine parameters and evaluation indicators of CDM.
Evaluation indicators of critical driving modes:  minimum driving speed during stable rectilinear motion;  minimum driving speed during stable rectilinear "hands-free" motion style;  critical speed during the beginning of longitudinal turnover;  critical value of acceleration (deceleration) during the beginning of longitudinal turnover;  longitudinal inclination angle during one-wheel style movement;  work spent for keeping of unstable balance while standstill position;  maximum speed during the turn action with radius-defined parameters;  the ultimate transverse careen angle during the turn. There are specific formulas for rectilinear motion that define critical speed and acceleration (deceleration) during the turnover while moving with a high speed taking into the consideration air-resistance value, overturning moment value and minimum stable speed of STV.
There is a determination of critical speed and recline angles of turning for curvilinear motion during the movement with wide track tires.
There are ways of improvement of STV design based on abovementioned formulas. The STV movement theory was clarified. Some formulas and coefficients of critical modes of STV movement action and stability related to the theory of operational features were improved as well.
Formulas we've got:  aerodynamic overturn torque;  acceleration during overturn beginning considering air resistance force;  essential engine tractive effort torque for STV rollover action at the start;  deceleration of rollover start considering the air resistance force;  overturn torque from driver's quick dash;  side force on the front wheel that happens from the rear wheel motion during the STV inclination;  optimal ratio of braking forces considering overturn torque of air resistance force while moving with a high driving speed;  critical angle of sliding careen depending on the tire width and center of mass height. It was estimated while the value of the resistance between the wheel and road (dry asphalt) is 0,8 (φХ = 0,8) then it is high probability for light weight STV (with a high center of mass position) to turn over in case of quick start.
It was determined a rollover condition while moving with a high speed on a flat road during acceleration and braking action.
It was estimated a real careen of STV during driver's shift while STV is turning. It was estimated a theoretical STV careen value (without taking into the consideration a tire width).
For dry asphalt theoretical careen value is 38.66 '. Also STV balance condition was determined.

Improvement of methods of experimental research of braking parameters, controllability and steadiness during all STV driving modes (including still condition) [2,4,5]. (second method)
There were developed new methods of experimental research of braking parameters, controllability and steadiness during STV movement:  "driving with a high speed with different types of driver's position" -this measure allows to determine a rollover torque depending on the value of air resistance force at high speed mode and type of driver's position impact on this torque.
 "hands-free drive mode" allows to estimate minimum stable driving speed of singletrack vehicle with such parameters as: gyroscopic wheel torque, restored torque of runningin arm, construction balance of STV itself. Also this measure allows to find out occasional vibrations "wobble effect" while driving with a speed value from 60 to 30 km/h.
 "driving with minimum speed" -this feature allows to determine a minimum stable speed of STV during its straight-line movement and STV driving peculiarities with a low speed;  "moving in a circle with definite radius value" -this feature allows to determine a critical speed of passing of the circle track and ultimate real careen angle of STV depending on the tire width, height of mass center and driver's actual position.
 "supple curving driving way" allows to determine STV steering parameters and critical speed during curvilinear motion;  "STV braking procedure using one or two operation control units on the determined track with definite initial driving speed" allows to estimate the efficiency, accuracy and convenience of braking operation of STV [12,13].

Improvement of STV design (third method)
Based on recent research results totally new design versions of STV were suggested: with constant vertical wheels position and STV with bodies and additional devices that allows to improve the stability features. New theoretic correlations were developed as well. They define specific features of rectilinear and curvilinear motions of mentioned vehicles. There was performed a comparative evaluation of safety features among traditional automobile and single-track vehicle.
Was estimated that:  single-track vehicles with constant vertical wheels position and STV with bodies and additional devices that allow to improve the stability features comparing with ordinary STV have stable equilibrium while standing still and moving with a low speed value and higher speed during its turn motion.
 STV air resistance force value is less than the same value of sport car and motorcycle (as the front area section of STV with a body is less than sport car's area and fairness factor is the same as automobile's and less than motorcycle's one).
 the features of transverse stability of STV with a body design and constant vertical wheels position (as the correlation of mass center height (or careen height) to the wheel width is less than 0,9) are in conformity with requirements of Technical Regulations of Customs Union # 018/2011 "On safety of vehicles".

Improvement and completion of statutory regulations (fourth method)
New types of STV are not mentioned in actual statutory regulations (figure 1) at present time. Now there are no statutory regulations and rules for STV at all. There are some types of STV that are subjected to the requirements of basic safety regulations in Russia.
Technical Regulations of Customs Union # 018/2011 "On safety of vehicles". The list of goods that are subjected to the requirements of TR CU 018/2011: 1.1. … Motor bike, motorized bicycle, mokik, including:  L1 category -Two-wheeled vehicles,  L2 category -Three-wheeled vehicles with any types of wheels position, with maximum constructive speed not more than 50 km/h  L3 category -Two-wheeled vehicles, with any types of wheels position, with maximum constructive speed more than 50 km/h  L4 category -Three-wheeled vehicles with asymmetrical position of wheels regarding to the middle of longitudinal plane  L5 category -Three-wheeled vehicles with symmetrical position of wheels regarding to the middle of longitudinal plane of the vehicle Traffic regulations:  "Bicycle" is a kind of vehicle,...that has at least two wheels ... and may have an electric engine with initial Nmax during a long time session of engine load less than 0,25 kw and automatically switched off while the speed value is more than 25 km/h.  "Motor bike " is two-or three-wheeled mechanical vehicle with a maximum speed value less than 50 km/h. This vehicle should have an internal combustion engine with a volume less than 50 cm3 or electrical engine with initial designed Nmax (during a long time session of engine load) more than 0,25 kw and less than 4 kw.

Guidance of safety use of STV (fifth method)
Much attention should be paid to safety driving of STV. It is very important to make road accidents several times less. It is not a secret any more that more than 80% of all of road accidents relate to motorcycles and other types of STV and happen with the inexperienced drivers with exploitation experience less than 5 years.
At present time Moscow Automobile and Road Construction Institute (State University) has developed several educational programs: "Physical process of bicycles and motorized types of vehicles", "Design features and research methods of STV", "Theory of STV movement". These programs are unique and are used during the educational procedure of master's degree students, technical specialists and bachelor's degree students. [14,15,16] During these educational programs students may learn such under mentioned study courses:  STV design features;  theory of STV movement and horoscope theory;  recommendations for STV driving ways during critical movement types;  prevention of STV critical driving modes;  improvement of STV driving experience.

Discussion
Conducted research allowed to create a new type of safe STV and to find criteria for critical driving conditions, which allows in operation to avoid falling into them and improve traffic safety.

Conclusions
Solving the complex problems of STV, it is possible to significantly reduce the number of victims in road accidents and increase the safety of STV. The aim of the development of an STV in the world is the creation of a secure STV, comparable in safety to a car.


s2fieldsofstudy: Education Linguistics

text:
Pragmatic Competence : Difficulties faced by Pakistani EFL Learners

The study investigates the pragmatic knowledge; pragmatic competence level as well as speech act strategies used by Pakistani EFL learners. It reveals that Master level English language learners are unable to produce and comprehend the intended meanings in the target language. As a result, pragmatic failure and misunderstanding occurred. Pragmatic comprehension and production is essential for effective communication especially for EFL learners in this modern age where people have to communicate cross-culturally as English is being used as lingua franca internationally. The study explores the problems faced by EFL learners in comprehending and producing the correct speech acts in English. The study used two data collection tools: a WDCT in which speech acts of refusal and apology are used to find out pragmatic competence level and difficulties faced by Pakistani EFL learners. A Likert Scale questionnaire is used to know about the views and suggestions of the Pakistani EFL learners about the teaching and learning environment regarding the pragmatics. The data of speech acts of refusal is analyzed qualitatively according to the taxonomy of Beebe, keeping in view frequency, shift and content of semantic formulas. While the data of speech acts of apology is analyzed according to the speech act strategies of Cohen. Data collected through the Likert scale questionnaire is analyzed quantitatively. The study finds out that pragmatic competence level of Pakistani EFL learners is very low as well as they have to face many difficulties which result in pragmatic failure. Findings of the study show that Pakistani EFL learners lack knowledge of pragmatics in the target language. EFL learners acknowledged that pragmatic knowledge is very important for effective communication and it should be an integral part of syllabus and classroom activities.

___________________________________________________________________________ 445 language. Teachers do not discuss the local or native context of the target language in the classroom. Therefore, it becomes very difficult for Pakistani EFL learners to comprehend the intended meanings instead of having a lot of linguistic competence. So the present study highlights the problems faced by Pakistani EFL learners in comprehending the pragmatic meanings in the target language.

Relationship between Communication and Pragmatics
Non-native speakers can speak English language fluently but they have to face difficulties because of cultural differences, and they seem doubtful that this happens because of their poor pronunciation and accent problems but the reality is opposite and they spend a lot of time in copying the pronunciation of the native speakers. In a native setting the pragmatic mistake is considered more serious than the grammatical mistake as it is discussed by (Bardovi-Harlig, 1996). EFL learner's pragmatic competence in L1 is learned naturally by the socio-cultural environment in which they are born while individuals will and preference becomes the reason behind the pragmatic competence in L2. All the language users have a lot of socio-cultural knowledge of that society in which they flourish, for example it may be regarding everyday living, living conditions, and interpersonal relations, use of the body language, social conventions, traditions and the ritual behavior (Common European Framework). Different cultures have their own different traditions and customs for greetings, apologizing, refusing and complementing. So to conclude it can be said that for purposeful and effective communication in the target language, pragmatic competence is essential without it misunderstanding and pragmatic failure occurs.

Importance of Pragmatic Competence
For the effective communication, it is necessary to get information about the target culture and social norms along with the grammatical ability, as without the socio-cultural background into the target language the intended message can't be delivered and comprehended. (Kasper & Rose, 2002) describe that the ability to find out the most appropriate utterances in accordance with a given context and the selection of linguistic forms according to the situation and matter are most important components of the pragmatic competence. As cited by Brown & Mey (2006, 2009 points out that cross cultural communication because of the differences in culture and society norms and traditions may face a lot of misunderstanding among its users. Importance of pragmatic competence can be identified through this example in Japanese context it is enough to say "I am sorry" but in other cultures such as in Jordan alone "I am sorry" is not considered enough and the offender have to explain the offence (Bataineh & Bataineh, 2008).

1.
Why do Pakistani EFL learners often face difficulties in comprehending the intended meanings? 2.
What types of difficulties are faced by Pakistani EFL learners in comprehending the intended meaning? Literature Review Pragmatic competence is an umbrella term used for the knowledge of user or learner of a language: it includes the organization and arrangement of the words for communication purposes keeping in view the cultural and social contexts as it is defined by (Council of Europe, 2001). Pragmatic competence is an individual's capability of using language to achieve successfully a particular purpose and be able to comprehend the spoken or written language in context. Canale (1987) expanded the boundary of the pragmatic competence including the pragmatic knowledge necessary for the appropriate communication, and the knowledge of social conventions for perfect contextual communication. The study carried out by (Kasper & Rose, 2002) discusses the pragmatic competence in the target language that it investigates the way through which the users produce and comprehend the target language. According to them the pragmatic competence in the target language involves the investigation of the EFL learner's capabilities of development and performance in the target language. Cross-Cultural Pragmatic Failure: As (Miller, 1974) explains that often language users fail to comprehend the interlocutor not because they can't understand the words whereas the real problem is that they fail to comprehend the intention of the speaker that what the speaker really wants to convey through his words. (Jenny Thomas) used the term "Cross-cultural" for all the native and non-native speakers who have different linguistic and cultural backgrounds. As each culture is unique in itself, then speaker's application of his cultural norm on the L2 setting can be harmful. Linguistics competence is generally known as grammatical ___________________________________________________________________________ 446 competence, which does not exist within a particular context, it is the knowledge of phonology, intonation, syntax and semantics while on the other hand pragmatic competence is the ability of a language user to produce and comprehend the language in the context. As (Leech, 1983) differentiates between linguistic and pragmatic competence: linguistic competence is formal grammatical knowledge of a language while pragmatic competence refers to the contextual use of language for specific purpose in which speaker conveys more than the words mean. Reasons behind Cross-cultural pragmatic failure: According to (Bardovi-Harlig, 1996) that EFL learner's bad performance is due to the factor i.e. that they are not provided with the relevant input or the input sources are not relevant to the learners, or it may be that due to the lack of grammatical competence or pragmatic knowledge it becomes difficult for them to perceive the relevant input in the language classrooms. It is observed that EFL learners have to face a lot of difficulties and their understanding in pragmatics is limited. Pragmatic failure might also happen because of the target culture' incomprehensibility and distance between two cultures which causes the learners lack of interest, so it is the duty of the teacher to discuss the target culture vividly, make it interesting and reachable. (O'Keeffe et al., 2011) argues that EFL learners don't commit pragmatic errors intentionally but it is their possession with their native culture and norms.

Interlanguage Pragmatics:
Interlanguage is the discipline that deals linguistic issues regarding the acquisition, comprehension and use of speech acts in a non-native language, as it is defined Larry Selinker, and American professor of applied linguistics. (Kasper and Dahl, 1991) define the discipline of inter language pragmatics as how a non-native user of a language acquires, comprehends and produces the pragmatics. As (Bardovi-Harling, 2002) points out that ILP is not a new discipline but it is underdeveloped area just like some other branches of linguistics. The way target language speakers acquire, produce and comprehend the pragmatics is the discipline which is defined as Inter language pragmatics (ILP) as it is defined by (Kasper and Dahl, 1991). The field in which linguists study the non-native speakers use of the language and how they acquire the second language is known as interlanguage pragmatics as defined by (Kasper and Blum-Kulka, 1993). It is evident that an advanced language learner may qualify examination scoring high level marks but at the same time the same individual may face a lot of difficulties in using the language in the real life-like situations. In a study carried out by (Blum-Kulka, House, and Kasper, 1989) concluded that advanced level leaners while communicating commit pragmatic errors and in another research (Bardovi-Harlig & Hartford, 1997) it is recommended that in an EFL setting cross-cultural pragmatics needs special concentration. Speech Acts Theory: When people communicate, they not only produce utterances by forming grammatical structures and lexical items but they also perform actions through these utterances. And these utterances have different functions and effects according to the context and power of the speaker and the social distance between the speaker and the hearer. These utterances are called speech acts, and these speech acts are classified as performatives, compliments, acknowledgments, apology, invitation, promise, refusal or request. According to (Cutting, 2008) to grasp with the intended meaning and to recognize the aim of language the speech act theory was developed as it is mentioned by (O'Keeffe et al., 2011).
In performing these speech acts speakers expects that his intentions or intended meanings will be perceived by the listener. Speech acts are divided into three types: a) Locutionary: locutionary act is meaningful linguistic utterance which is produced by the speakers or writers b) Illocutionary: Illocutionary act or illocutionary force is the real intention of the speakers or the writer behind that linguistic utterance, as human beings don't use language without any purpose. c) Perlocutionary: While performing an utterance we keep in mind that what will be the effect of his illocutionary force/utterance he has performed. This is known as perlocutionary effects or perlocutionary act. For example an utterance like this; (I'll see you later.) This utterance may be a prediction, or a promise, or it can be a warning.
It is up to the hearer that how he interprets the speech acts while considering illocutionary force indicating device and felicity conditions.

Design of the Study
This research explores the pragmatic competence level of the Pakistani EFL learners studying at master level. It is a mixed type study which employs both qualitative and quantitative means for data analysis. Mixed method is more authentic validas (Dornyei, 2007) suggests that studies which employ the mixed method have the more validity and they are concerned with the multiple audiences. So the study employs both quantitative and qualitative approaches for data collection and data analysis to fulfil the objectives of the study. Collected data is analyzed both qualitatively as well as quantitatively for the authenticity and validity of the results. Two data collection tools are used in this study: WDCT is used to know about the EFL learner's pragmatic knowledge, pragmatic competence level as well as difficulties they have to face in expressing the speech acts of apology and refusal. Data collected through WDCT is analyzed qualitatively according to content, shift and frequency of semantic formulas. Speech acts of refusal are analyzed and discussed in accordance with the semantic formulas of Beebe et al., (1990) as they are used in a research "Measuring Interlangauge Pragmatic Knowledge of Chinese EFL Learners" by Liu Jianda in (2004) at the "City University of Hong Kong". Classification and qualitative analysis of the Speech acts of apology are done in accordance with the classification strategies suggested by Cohen et al. (1986). Data collected through the Likert scale questionnaire is analyzed quantitatively by manual percentage.

Data Collection Procedure:
First of all the researcher sought the permission from the Head of the department of English of the University of Okara. After the grant of permission data were collected from the student from 23 may to 30 may 2019. WDCT was attempted by the 50 participant's while the Likert scale questionnaire was completed by the 100 students. A WDCT test is distributed among the participants to check their speech act strategies and their pragmatic knowledge as well as pragmatic competence level. Then the Likert scale questionnaire is distributed among the EFL learners to get their views and suggestions.

Canale and Swain's Model:
The study's theoretical framework is set in accordance with the communicative competence model of (Canale & Swain 1980). As pragmatic competence is core part of their model of communicative competence. In their model they define pragmatic competence as sociolinguistics competence that is the use of language appropriately in the social context. A theoretical model of communicative competence was developed by (Canale and Swain, 1980) and then it was extended and more elaborated by (Canale, 1983). Main competencies of this model include: a) It includes the semantics, phonology, syntax and vocabulary and generally known as grammatical competence. b) How to use the language appropriately according to the real life-like situations is known as sociolinguistic competence. c) Discourse competence is the knowledge of the correct use of the cohesion and coherence for the unified written and spoken pieces of the language. d) Strategic competence is the ability of a language user in using the appropriate communication strategies for the effectiveness of the communication and to deal with the breakdowns in the conversations.
Canale and Swain's model refers pragmatic competence as sociolinguistic competence which includes the appropriateness of the form as well as the appropriateness of the meaning.

Data Analysis & Discussion
The study, as mixed in nature, uses qualitative and quantitative methods for the analysis of the collected data. In this study two data collection tools are used. WDCT is used to find out the pragmatic competence level and difficulties faced by Pakistani EFL learners in comprehension and production of intended meanings. A Likert scale questionnaire consisting of fifteen questions is used to get the views and suggestions of Pakistani EFL learners regarding the pragmatic competence. Data Analysis of Speech Acts of Refusal:    Beebe et al. (1990) Analysis shows that Pakistani EFL learners committed a lot of mistakes while responding the speech acts of refusal in the target language. It became difficult for the students to comprehend the real speech acts. Because of the poor pragmatic comprehension the production level is also pathetic. Most of the participants misunderstood the speech acts and gave an irrelevant and wrong response. Many of them instead of refusing the statement accepted and did not refuse the speech act because they misunderstood the speech act. Overall 17% percent of the speech acts of refusal are inappropriate, misunderstood and in them speech act of refusal is not used directly and indirectly. And 2% percent of speech acts of refusal are left blank without giving any response. Most of the participants directly refused the situations without any gratitude, giving explanation or mentioning any reason or without an alternative solution.

Results of Speech Acts of Refusal:
Analysis of the data indicates that Pakistani EFL learners committed a lot of mistakes while responding the speech acts of refusal in the target language. It became difficult for the students to comprehend the real speech acts. Most of the participants misunderstood the speech acts and in response used the wrong speech acts which show that English learners comprehension and production level is very low. Some of them instead of refusing the statement accepted and did not refuse the speech acts because they misunderstood the speech acts. Many of the speech acts of refusal are inappropriate, misunderstood and in them speech act of refusal is not used directly and indirectly. A few speech acts of refusal are left blank without giving any response which also show the pragmatic failure of EFL learners. Most of the participants directly refused the situations without any gratitude, giving explanation or mentioning any reason.

Discussion on the Results of Speech Acts of Refusal:
So to discuss the results of Pakistani EFL learner it can be said that instead of using the indirect refusal strategy for the face saving purpose they used direct refusal unlike the native speakers. Students used the statement of regret while on the other hand results of the study conducted on the native speakers shows that they do not the use the statement of regret with the lower or equal level participant. So overall it can be discussed that EFL learner's pragmatic comprehension and production of speech acts is very weak. As a major study carried out in Iran on the speech acts of refusal by (Allami & Naiemi, 2011) also concludes that there is pragmatic transfer as well as there is major difference between the refusal strategies used by native speakers of English and Iranian English learners. Use of regret is in relevance to the Iranian speakers and unlike the native speakers as it is ___________________________________________________________________________ 449 mentioned in a study "Pragmatic Competence in the Target Language: A Study of Iranian Learners of English" by (Taghizadeh, 2017).

Data Analysis of Speech Acts of Apology:
Overall Analysis of Speech Acts of Apology: Table is adopted from Cohen et al. (1986) Overall results of speech acts of apologies show that Pakistani EFL learners mostly used IFID's as an apology strategy. Second most used apology strategy is explanation; its usage is 36%. If we compare the result with the native speakers then we can say that Pakistani EFL learners used more explanation strategy then the native speakers. Pakistani learners used less specific or unspecific repair as it is 23% while native speakers with same situations used it for (55%). Participants who accepted the responsibility is only 14% while more native speakers accepted the responsibility. And only 3% participants promised for not committing the same error in the future which is the lowest strategy used by Pakistani EFL learners.

Results of Speech Acts of Apology:
Data analysis of speech acts of apologies indicates that Pakistani EFL learners mostly used IFID's as an apology strategy. The second most used apology strategy is explanation that its usage is 36%. If we compare the result with the native speakers then we can say that Pakistani EFL learners used more explanation strategy then the native speakers. Pakistani learners used less specific or unspecific repair as it is 23% while native speakers with same situations used it for (55%). Participants who accepted the responsibility is only 14% while more native speakers accepted the responsibility. And only 3% participants promised for not committing the same error in the future which is the lowest strategy used by Pakistani EFL learners. Discussion on the Results of Speech Acts of Apology: Data analysis and results show that Pakistani EFL learners used more explanation and less IFID's in a situation where apologizer is enjoying social power and high status. In a situation where offender is of low status and offended enjoying the social power EFL learner used less explanation than the natives and in IFID's they used intensity of apology which is not used by the natives. EFL learners offered statement of repair less than the native speakers. Acceptance of responsibility and promise of forbearance is used less by the EFL learners if compared with the native speakers. In a situation where the apologizer is higher in social status and power, EFL learners used less IFID's and used intensity of apology while natives used more IFID's and no intensity of apology. EFL learners used less explanation and natives more where there the apologized is of high status. Offer of repair and promise of forbearance is very low if compared with the native speakers.

Results of Likert Scale Questionnaire:
Results of Likert scale questionnaire reveal that Pakistani EFL learners have acknowledge that pragmatic knowledge of the target language is as important as other components like semantics, syntax and phonology. And majority of the English learners view is that Pakistani English textbooks used in language classrooms don't contain the cultural background of the target language as well as they lack the conversation rules and skills which are necessary for conversation in the practical life. And EFL learners demanded that cultural background should be a part of the English textbooks so that they may feel comfort while communication in the target language. A large number of the students considered it difficult to comprehend the pragmatic background of English words when they watch English movies, news and dramas. Majority of the population demanded that pragmatic knowledge should be a permanent part of language teaching like the teaching of other linguistic components. And many participants argued that they are unsatisfied with the teaching and learning environment as it fails to enable them for appropriate communication because the culture of the target language is not discussed in the language classrooms. Pakistani EFL learners acknowledged the fact that for the appropriateness in communication pragmatic knowledge is significant. Results indicate ___________________________________________________________________________ 450 that majority of the EFL learners expressed that they have to face difficulties in comprehending the intended meanings while communicating in the target language. Discussion on the Results of Likert Scale Questionnaire: Data analysis of the Likert scale questionnaire indicates that Pakistani EFL learner's perceptions and choices regarding the teaching and learning of English have been changed gradually. As for a long time they have been taught through the old methods like the Grammar Translation method without using new techniques and technologies, especially regarding the pragmatics, as now they want to be taught not by the traditional approaches but by the student centered and pragmatic approaches. EFL learners have acknowledged the significance of the pragmatic competence for the purposeful and effective communication in the target language that is the reason they now want pragmatic knowledge and cultural components to be discussed in the language classrooms as well as they want these to be discussed outside the classroom. The study's result are in accordance with previous studies like ("Pragmatics, Perceptions and Strategies in Chinese College English Learning" by (Yifeng Yuan, 2012). The results are in line with (Savignon and Wang, 2003) as cited in (Valeo, A., & Spada, N., 2016) which conclude that they found differences between preferences and needs of English learners and their views regarding the teaching and learning strategies especially regarding pragmatic knowledge.

Conclusion:
Pakistani EFL learners acknowledged that pragmatic knowledge is as important as linguistic knowledge for effective communication in the target language. It is very difficult for the EFL learners to comprehend the intended meanings when they listen news and watch movies. It is also accepted by the EFL learners that they have to face difficulties in comprehending and communicating in the target language. Majority of the students argued that pragmatic failure happens because they are not taught in the language classroom that how to use it appropriately as well as they are not satisfied with the tasks and activities used in the language classrooms. Most of the EFL teachers do not discuss the target culture or knowledge in the classrooms. It is also concluded that English textbooks lack the information on culture, and conversation rules of the target language.
The study through the speech acts analyzes the refusal and apology strategies used by learners and conclude that most of the EFL learners failed to comprehend the intended meanings and their replies show that they have very poor knowledge of the target language especially when it comes to real life-like contexts. So it can be said that pragmatic competence level of Pakistani EFL learner's is very low as they have very poor performance in comprehending and producing the appropriate language. Therefore they have to face pragmatic failures outside the classrooms when they communicate in the target language.