The Implementation of ExeLSA in Interpreting Class B
36
In a more general view, the purpose of using ExeLSA in this class was to integrate technology into instruction in order to enhance learning. This
characteristic strongly supported the phenomenon which had happened in this class. The lecturer creatively integrated technology into the teaching and learning process
to enhance students’ learning in terms of effectiveness of time, learning speed, and
accessibility. b.
Plan After the clarification of the purposes, the next part was making some plans.
In implementing ExelSA, the lecturer said that lecturers needed to plan the features, materials, and activities. She stated:
Kalau misalnya mau menggunakan ExeLSA kan berarti harus diplan sejak awal. Karena kalau menggunakan ExeLSA kan harus diplot ini
nanti untuk berapa meeting, lalu meeting pertama mau apa, meeting kedua mau apa dan harus sudah ada bahan-bahannya.
If we want to use ExeLSA, it means it should be planned from the beginning. It is because if we want to use ExeLSA, it means it should
be plotted the number of the meetings. Then, what we will do in the first and second meeting and the materials should have been prepared.
Therefore, she devised some plans which were related to learning materials and activities in the class. In developing those plans, she did not only consider the
topics of the course, but also the features which were used in ExeLSA. Since the learning activities were done through ExeLSA, the lecturer had to integrate the
learning activities to the features which were provided there. She offered: Iya, jadi bukan hanya materi tapi juga aktivitasnya, aktivitasnya mau
kayak apa. Karena kan fitur di ExeLSA banyak dan… dan… apa oiya.. untuk membuat aktivitas dari menggunakan masing-masing
fitur itu ya butuh waktu juga. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
Yes, so it is not only about the materials, but also the activities. How the activities will be. It is because there are many features in ExeLSA
and to make activities using each feature also needs time.
The findings about the features which were used by the lecturer were discussed further in implementation.
c. Orientation
In implementing ExeLSA, it was important for the students to know ExeLSA. Therefore, the role of the lecturer was to explain about ExeLSA and how
to use it. This was to make sure that the students could use ExeLSA appropriately. In the interview, the lecturer emphasized that in implementing ExeLSA lecturers or
educators needed to give an orientation to the students. She said: Kalau misalnya itu diberikan kepada mahasiswa baru berarti
meeting pertama harus digunakan untuk semacam orientasi, memberikan orientasi kepada mahasiswa supaya mereka tahu
bagaimana caranya mengoperasikan ExeLSA.
If it is given to the new students, it means that the first meeting should be used to give an orientation. Therefore, they know how to operate
ExeLSA.
Responding to this, the students shared their experiences in using ExeLSA in the class. According to the students, they had been familiar with this learning
management system. It was because ExeLSA was used by the students since the first semester. Although the students had known ExeLSA, the lecturer introduced
them to ExeLSA as the main medium which was used in Interpreting class B. In the reflection paper, A stated:
Pada awal perkuliahan di mata kuliah interpreting, dosen sudah menjelaskan bahwa adanya penggunaan ExeLSA di dalam kelas
sebagai bentuk dari E-learning. Dosen menjelaskan bagaimana cara mengakses Exelsa dengan benar dan tepat. Tidak hanya itu, dosen
38
juga menjelaskan pada kami apa saja yang akan diberikan di dalam ExeLSA.
In the beginning of Interpreting course, the lecturer had explained the use of ExeLSA in the class as the form of e-learning. She explained
how to access ExeLSA correctly and appropriately. Moreover, she also explained us what things would be given in ExeLSA.
Meanwhile, C stated that:
Penggunaan ExeLSA sendiri tidak diperkenalkan secara mendetail saat kelas interpreting. Hal ini dikarenakan penggunaan Excelsa
sendiri sudah dimulai sejak semester awal. The use of ExeLSA itself was not introduced specifically in
Interpreting class. It was because ExeLSA itself had been started from the first semester. So, maybe students did not need to be explained
specifically about how to use ExeLSA.
These findings showed that the lecturer introduced ExeLSA as the main medium in the class and explained how they would use it. However, considering
that the students had known ExeLSA before, the lecturer did not explain it in detail.
2. Implementation In this part, there were three main points which were presented by the
researcher. The first point is the features and materials of ExeLSA. The second point is the function of ExeLSA as a blended learning. The third point is the function
of ExeLSA as a learning complement. a.
Features and Materials Cole 2005 offers some functions of learning management system. There
are five functions such as uploading and sharing materials, chatting, doing quizzes and surveys, gathering and reviewing assignments, and recording grades. In
ExeLSA, there were some features which were provided. In Interpreting class B, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
the lecturer said she only used two of the provided features. Those were to have discussion with the students and upload files, she stated:
Kalau feature-featurenya yaa, kalau fitur-fiturnya sih banyak, cuma yang saya gunakan untuk kelas interpreting ini ya hanya sebatas
forum diskusi dan upload file saja. There are many features, but in Interpreting class I only used the
features for discussing and uploading files.
Furthermore, through the features which were used in ExeLSA, there were some kinds of learning materials which could be provided. The lecturer said that
she provided the students with some kinds of learning materials. The learning materials were in the form of video, power point, and text. She shared:
Ada video, lalu ada power point, ada bacaan teks juga bisa dalam bentuk word maupun pdf. Kalau ppt terkadang. Supaya mereka lebih
jelas untuk apa, mengerti instruksi yang harus dilaksanakan. Tapi kalau bahan bacaan seperti pdf, word, itu biasanya, harapannya sih
mereka membacanya di luar kelas. There were videos and power points. There were also reading texts
which could be in the form of word or pdf. Sometimes, it was power point. So, they could understand the instructions which should have
been done clearly.
As noted above, there were two features which were used by the lecturer. The first feature was discussion forum. The discussion forum was used by the
lecturer to do a virtual discussion. In the discussion forum, the lecturer would give some questions related to the topic of the day. Then, the students were asked to
answer the questions based on their opinions. There, all of the students could see other students’ answers and give some comments.
The second feature was to upload materials. The most common use of ExeLSA was to upload materials. The lecturer uploaded materials in the form of
40
video, Microsoft word, power point, and PDF. All materials could be accessed by the students inside and outside the class.
Then, further findings were obtained from the students. As D shared in the interview:
Misalnya kayak itu, yang aku tahu ya, aku tuh ngga ngerti tentang fitur. Yang aku tahu di ExeLSA itu misalnya kita mau, ada misalnya mau ke
mana tuh namanya misalnya ke home, misalnya mau lihat grade kita. Grade itu kan juga bisa dilihat, mislnya nilai kita udah sampai mana
sih, ada skornya di situ. Terus mau lihat timeline hari minggu ini ngapain, minggu ini ngapain juga ada. Terus, udah sih setauku itu.
I do not really understand about the features. What I know in ExeLSA is that we could see our grades there. Then, we could also see timeline
of each week. That is all.
From this statement, the researcher could add more information about the features. Besides to have a discussion forum and upload materials, ExeLSA was
also used to provide students’ grades and timeline of the class.
Then, A also added: Kalau soal media atau fitur itu, selain kita mengakses materi kayak
nonton-nonton video itu kita juga bisa mengakses kayak attachments kayak materi dalam bentuk PPT atau word dari Ms. X. Itu kita bisa
ngunduh lewat ExeLSA dan juga kita bisa menulis refleksi atau menulis apa ya opini kita dari berdasarkan kita menonton sebuah video atau
membaca materi yang diberikan Ms X. Itu kita bisa langsung komen di situ dan langsung send ke Ms X.
I could not only access materials and watch videos, but also attachments of materials in the form of power point or word from Ms.
X. We could download from ExeLSA and write reflections or our opinions based on what we had watched or read. We could directly
comment there and send it to Ms. X.
In this statement, the researcher highlighted the finding that students were able to give direct feedback or reflection about what they had learned and
discussed in the class. The findings were appropriate with the theory about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
learning management system. The findings showed that ExeLSA provided the lecturer and the students with the functions of learning management system.
Both the lecturer and A mentioned the use of ExeLSA to upload or share materials and have forum chats. Moreover, D also mentioned the use of
ExeLSA to record grades. Then, A indirectly stated that the use of ExeLSA was also to submit quizzes or assignments.
From these findings, it could be seen that ExeLSA as a learning management system provided the members of the class with some features and
materials. The features referred to the functions of learning management system which are defined by Cole 2005.
b. Blended learning
According to Rashty 1999, e-learning is classified into three different models. Those are adjunct, mixedblended, and fully online learning as cited in
Darmawan, 2014. This part presents the findings about the types of e-learning which occurred in Interpreting class B. To analyze the types of learning in this class,
the researcher focused on two kinds of learning, namely conventional learning and e-learning. The researcher would present the results related to conventional
learning. In the interverview, the lecturer stated: Jadi, selain tatap muka tradisional yang terjadi di dalam kelas, itu
juga saya mengintegrasikan penggunaan teknologi dalam bentuk ExeLSA supaya terjadi semacam blended learning, jadi tidak hanya
pertemuan tatap muka secara tradisional tapi juga melibatkan mahasiswa untuk ikut menggunakan teknologi dalam pembelajaran
mereka. Besides traditional face-to-face learning which happened in the class,
I also integrated the use of technology in the form of ExeLSA. So, blended learning was implemented. It was not only a traditionally
42
face-to-face meeting, but also involved students to use technology in their learning.
From the questionnaire, the same results were obtained. Table 4.1 presented the results of the questionnaire regarding the use of ExeLSA in the conventional
learning.
Table 4.1 The Implementation of 21
st
Century Learning in Interpreting Class B
Table 4.1 presented the results of the first six questions in the questionnaire. The questions were related to the six points which were drawn by the researcher in
the questionnaire. Those points were about the implementation of 21
st
century learning in the class. This finding was closely related to 21
st
century learning, since the lecturer stated that she integrated face-to-face learning into technology. The two
main points of 21
st
century learning are learning by doing and the characteristic of 21
st
century classroom which produces students who are highly productive effective, inventive, and able to master technology.
8 4
4 8
4 24
28 20
32 60
64 48
52 72
64
32 32
20 16
8 10
20 30
40 50
60 70
80
Learning by doing
Knowledge use to guide
learning Learning
participation Technology
mastery Effective
communication Sharing ideas
and information
ExeLSAs use to meet digital learning
Strongly Disagree Disagree
Undecided Agree
Strongly Agree
43
The data showed that the use of ExeLSA met the needs of 21
st
century learning principles in this class. The self-reported data which were gained from the
questionnaire demonstrated that most of the students found that the use of ExeLSA appropriately addressed their learning needs.
In detail, the results showed that learning by doing, knowledge use to guide learning, learning participation, and sharing ideas and information had positive
responses from the students. It was presented that more than 90 of the students agreed and strongly agreed. Meanwhile, more than 50 of the students gave
positive answers and less than 10 of the students gave different responses to technology mastery and effective communication. This indicated that the
implementation of 21
st
century learning in Interpreting class B was very good, even though the different results were obtained for technology mastery and effective
communication aspects. The deep and further results were obtained by the researcher through the
interview. In the interview, the students also shared their experiences related to those points. B shared about how learning activities in the class were done. She
said: Practice, terus ya kan lecturing. Itu lecturingnya terus practice. Ya
udah sih, itu aja. Ya kita lihat video, terus kita belajar untuk menginterpretkan itu, gitu.
Practicing, then lecturing. That was lecturing, then practicing. Yes, that was it. We watched a video, then we learned to interpret it.
She tried to explain that in this class she learned by practicing interpreting. Students were asked to watch a video. Then, they were asked to practice interpreting
the video. That was how they learned by doing it. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
Then, one of the students also shared her experience about how knowledge was used to guide learning in this class. A said:
Nah, itu dia minta kita untuk nonton video itu, lalu dikasih pertanyaan. Menurut kamu, apa bedanya interpreting dan translation
based on those videos. Nah, terus kita langsung komen di situ. Jadi, kita langsung komen. Terus, juga ada baca materi tentang beberapa
macam interpreting. She asked us to watch that video, then she gave us a question. In your
opinion, what are the differences between interpreting and translation based on those videos? Then, we directly commented there. So, we
directly commented. Then, we also read materials about some kinds of interpreting.
In this class, students were not only asked to watch videos. However, they were also asked to analyze the videos to understand the knowledge of interpreting.
Then, the materials about the theories in interpreting were also provided by the lecturer. By understanding the theories which were given by the lecturer, the
students could use the theories to guide them in practicing interpreting. Then, one of the characteristics of 21
st
century learning is students’
participation. In 21
st
century learning, students are expected to be more active in the learning process. The findings of the questionnaire showed positive results of
learning participation. I t was supported by students’ statement. C said:
Berlatih interpreting sama teman, diskusi kelompok, atau presentasi. Practicing interpreting with friends, having a group discussion, or
doing a presentation.
In this case, the lecturer had a good strategy to make the students more active in the learning process. In the class, the learning activities were not only done
individually. The learning activities were also done in pairs or groups. In order to finish the learning activities, students needed to communicate to each other and
45
work together. This gave students more chances to be more active in the class. This was as noted in the syllabus of Interpreting course. It was noted that the learning
strategies of the class would be meaning-focused input activities, group work, pair work, and individual work.
Then, the next two statements were about effective communication and sharing ideas and opinions. Responding to these statements, A shared in her
reflection: Tidak hanya mengakses materi yang ada di dalam kelas, namun kami
juga diajak oleh dosen untuk berdiskusi di ExeLSA dengan menjawab beberapa pertanyaan yang diberikan berdasarkan topik yang sedang
diajarkan pada hari itu. Not only accessing materials in the class, but we were also invited by
the lecturer to have a discussion in ExeLSA by answering some questions which were given based on topic of the day.
Discussion was a great idea to invite all of the students in the class to participate in the learning process. As the researcher explained before, a discussion
forum was also conducted in ExeLSA. It meant that the discussion could be done in the class or through ExeLSA. In the discussion forum, students were invited to
give their opinions about the topic. Then, at the same time, they also built effective communication among the members of the class.
The following parts were the results of the questionnaire related to the use of ExeLSA as a learning management system to support e-learning in Interpreting
class B. Four points were presented in the table. Those points were presented as follows:
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Table 4.2 ExeLSA as a Learning Management System in Interpreting Class B
Table 4.2 presented the results of the questionnaire from number 7 to 10. This table clearly presented that more than 95 of the students agreed with the
statements about the use of ExeLSA to support their teaching and learning process, the use of other online sources, and ExeLSA as part of the teaching and learning
process. These results were confirmed by the students. A shared: Kalau penggunaan ExeLSA sebagai e-learning di kelas interpreting
sangat sangat digunakan. Menurutku sangat bermanfaat. Karena, selain kita bisa mengakses materi yang dikasih dosen di dalam kelas,
di luar pun kita bisa berlatih melalui e-learning itu, melalui ExeLSA. ExeLSA as an e-learning in Interpreting class was very useful. It was
because, besides we could access materials which were given by the lecturer inside the class, we could also practice through ExeLSA,
ouside the class.
A directly said that ExeLSA was very useful. It provided her to access the materials inside and outside the class. This proved that ExeLSA supported the
teaching and learning process in this class. It was also clear that ExeLSA was part
8 12
4 12
36 20
24 44
60 80
76
24 10
20 30
40 50
60 70
80 90
Supporting teaching and learning
The use of other online sources
Part of teaching and learning
Accessing ExeLSA inside and outside the class
ExeLSA as a learning management system
Strongly Disagree Disagree
Undecided Agree
Strongly Agree
47
of the teaching and learning process in this class. The existence of ExeLSA helped the students to manage their learning whenever and wherever. Then, since A said
that they could access materials and practice interpreting whenever and wherever, it meant that all materials were online sources.
Furthermore, the researcher found some different answers in the last point. From the questionnaire, more than a half of the students agreed with the statement,
but the rest disagreed. Since there were two different answers, some interviews were conducted to reveal further results. In the interview, the researcher found some
findings related to this issue. B said: Kalau misalkan satu hari sebelum mata kuliah itu biasanya sering
itu, sering ngecek ExeLSA. Soalnya takutnya, apalagi interpreting kan interpreting itu ExeLSAnya jalan terus jadinya aku sering banget
ngecek. I often checked ExeLSA a day before the course. It was because I was
afraid. ExeLSA in Interpreting class was always used, so I often checked it.
From this statement, B wanted to say that she often checked ExeLSA because she needed to update the materials and topic about interpreting. Meanwhile,
E said:
Kalau untuk interpreting sendiri jarang. Karena, interpreting biasanya cuma sebelum kelas dicek apa ada, nanti kita-kira mau
belajar apa, udah. Tapi juga cuma tak liat ngga tak download. For interpreting, it was rarely. It was because it was usually only
checked before the class, if there were any materials, what we would learn, that was all. But only I checked, I did not download it.
This statement showed the different finding from the previous statement. In this statement, the student emphasized that he rarely checked ExeLSA. Then, if he
checked it, he did not do anything with the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
From the two different statements above, it was clear that each student had his or her own response about why he or she accessed ExeLSA. Each student also
had the different act towards the existence of ExeLSA. Even though not all of the students accessed ExeLSA outside the class, most of the students accessed it.
Mostly, the reason why they checked it was to get the materials. The findings regarding conventional learning and e-learning in Interpreting
class B above clearly explained how blended learning occurred in this class. The results of the research showed that ExeLSA was used in this class to support
blended learning. It meant that ExeLSA as a learning management system supported both conventional and online learning. The use of ExeLSA enabled the
lecturer to manage the learning process inside and outside the class. Hence, ExeLSA was part of the teaching and learning process. It meant that it could not be separated
from the learning process. c.
ExeLSA as a Learning Complement
Siahaan 2003 defines three functions of e-learning. Those functions are as
a supplement, complement, and substitution as cited in Darmawan, 2014. ExeLSA as a learning management system is part of e-learning. Its existence is to
help the process of e-learning. In this part, the researcher elaborated the findings regarding the function of ExeLSA in Interpreting class B.
49
Table 4.3 The Functions of ExeLSA as a Learning Management System
Table 4.3 presented the students’ responses towards the questions from
number 11 to 14. There were four statements which were presented in Table 4.3. Those are about the functions of ExeLSA to support e-learning in Interpreting class
B. The results of the first and second statements were positive. More than 70 of the students agreed with those statements. Although, there were less than 10 of
the students disagreed with the statements. These positive results were also proven by the students’ statements in the interview. E said:
Karena di ExeLSA ada video-video untuk berlatih interpreting, ada juga materi-materi yang nanti diajarkan, ada materi-materi dan
teori-teori tentang interpreting dan lain-lain yang berhubungan dengan interpreting.
It was because in ExeLSA there were some videos to practice interpreting. There were also materials which would be taught later.
There were some materials and theories about interpreting.
Then, A also shared her experience in her self-reflection by saying:
8 8
4 8
12 12
24 12
28 24
68 44
48 52
4 36
4 4
10 20
30 40
50 60
70 80
ExeLSA as a complement
Materials equipping Materials provided as
reinforcement Materials provided as
remedial
ExeLSA as a complement
Strongly Disagree Disagree
Undecided Agree
Strongly Agree
50
Dosen menghimbau juga pada kami untuk tidak hanya mengakses ExeLSA di dalam kelas, namun juga pada saat dalam proses belajar
di luar kelas. Beliau menghimbau untuk secara berkala mengakses ExeLSA apabila ada materi tambahan atau tugas yang harus
dikumpulkan. The lecturer encouraged the students to not only access ExeLSA
inside the class, but also outside the class. She appealed the students to access ExeLSA just in case there was some additional materials or
tasks which should have been submitted.
The first statement proved that all materials were provided in ExeLSA. The materials involved materials which were given in the class and other additional
materials and sources. Since the students could access the materials outside the class, the students could use provided materials to get more knowledge.
Then, the second statement indicated that accessing ExeLSA outside the class was also part of the teaching and learning process. The lecturer encouraged
the students to regularly checked and accessed ExeLSA. It was because the students needed to update the materials. In other words, it was an obligation for the students
to access it. The findings above led the researcher to the characteristics of e-learning as
a complement. Siahaan 2003 states that the function of e-learning as a complement is to complete learning materials which have been received by the
students in class as cited in Darmawan, 2014. Materials were provided in a learning management system. That was the role of ExeLSA to support e-learning
in Interpreting class B. Furthermore, e-learning as a complement is divided into two types. Those
are reinforcement and remedial. Reinforcement means that materials which are provided in a learning management system are used by the students to enhance their
51
knowledge and understanding about the materials. Meanwhile, remedial means that the materials are used to help students to understand difficult materials ibid.
The researcher found that the students in this class gave different responses towards the function of ExeLSA in supporting e-learning. As showed in Table 4.3,
less than 60 of the students agreed with the third and fourth statements and 20 of the students disagreed with the statements. Then, the researcher found further
explanation about these results in the interview. C said: Kalau untuk saya, saya jadi tahu materi apa yang akan dijelaskan di
kelas nanti. Jika saya bisa mempelajarinya terlebih dahulu, di kelas nanti saya akan lebih mudah mengikuti.
For me, I could know what materials were being to be explained in the class later. If I could study the materials before the class, in class
it would be easier for me to follow the learning process.
In this statement, C wanted to emphasize that the materials in ExeLSA helped her to prepare herself before coming to the class. By accessing the materials,
she wanted to increase her knowledge about some particular topics. In other words, she used it to enhance her knowledge about interpreting. Moreover, she also added:
Karena sebenarnya mahasiswa dapat melihat dan ya mungkin membaca-baca sendiri di rumah tentang materpi yang diupload oleh
dosen. Because actually student could see and perhaps read the materials
which were uploaded by the lecturer by themselves.
This indicated that providing materials in ExeLSA enabled the students to review the materials by themselves. It was an advantage for the students, since they
could review the materials as many as they wanted until they understood the materials.
52
On the other hand, 20 of the students disagreed with the last two statements. B stated:
Kalau yang apa, satu hari sebelumnya itu kan ngecek materi untuk hari berikutnya. Kalau yang apa di luar kelas lainnya ya iseng-iseng
aja sih. I checked it one day before the class to check the materials for the
next day. Outside the class, I did it without any purpose.
From this statement, she honestly shared that she accessed ExeLSA without any purpose. She did not plan what she would do with the materials. In short, she
had nothing to do with the reinforcement and remedial. She just checked it without giving further acts.
These findings clearly presented that most of the students felt that the materials could help them in their learning processes. Therefore, they accessed it.
However, some other students only checked it regularly and did not have specific purposes in accessing it.
3. Evaluation After preparing and implementing, the last part of a teaching and learning
process is evaluation. Evaluation is needed to evaluate the teaching and learning process which has been implemented. In this part, the researcher analyzed the
findings about the students’ evaluation towards the teaching and learning process
in Interpreting class B. The findings were the stud ents’ evaluation from Lembaga
Penjaminan Mutu of Sanata Dharma University. It was obtained from the archival data gathering.
53
From the data, each student gave his or her evaluation on the teaching and learning process in this class. Each student gave different response and opinion.
Then, the researcher noted some of them as follows: Student 2 gave the evaluation by saying:
Dosen memberikan cara pengajaran yang menyenangkan dan kreatif. Saya dituntut untuk lebih belajar mandiri lagi.
The lecturer gave a fun and creative way of teaching. I was expected to study more independently.
This statement showed the student’s positive feedback towards the teaching and learning which was done in this class. The student noted that the lecturer had a
fun and creative way in delivering the materials. The student also mentioned that the lecturer expected the students to study independently.
Then, student 8 gave a feedback and suggestion as noted below: Penggunaan media sangat mendukung proses belajar baik di luar
maupun di dalam kelas. Waktu yang tersedia untuk berlatih sangat banyak. Saran: lebih banyak pemberian tugas atau project
interpreting. The use of media really helped the learning process outside and inside
the class. Time which was provided to practice was a lot. Suggestion: more tasks or interpreting project.
In this evaluation, the student appreciated the use of media in the class. The student also stated that the media really helped the teaching and learning process
inside and outside the class. Then, the student gave a suggestion to the lecturer. The student suggested her to give more tasks or projects to the students, so they could
practice more and more. This statement was also supported by another student. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
Student 10 gave a feedback by saying: Mungkin perlu ditambahkan kegiatan dimana mahasiswa mendapat
kesempatan untuk melakukan interpreting di dalam maupun di luar kelas.
Perhaps some activities are needed to add, so the students get chances practice interpreting inside and outside the class.
This meant that some students felt they needed more activities to practice interpreting. Even though maybe the lecturer had provided some activities for the
students, adding some more activities would be better for the students’ learning
processes.