Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA

LECTORA INSPIRE AS MEDIA IN DELIVERING TEFL MATERIALS FOR ENGLISH

DEPARTMENT OF UNISKA

Dita Nanda Rosevella

English Department, Languages and Arts Faculty, The State University of Surabaya
Email:ditarosevella@mhs.unesa.ac.id

Dr. Oikurema Purwati, M.A., M.Appl.

English Department, Languages and Arts Faculty, The State University of Surabaya
Email: pungki_unesa@yahoo.co.id

Abstract
In this study, researcher observed the use of Lectora Inspire as media in delivering TEFL materials for English
Department of UNISKA. The researcher used descriptive qualitative research design by observing the implementation
of Lectora Inspire as media in delivering TEFL materials, students’ speaking ability results, and students’ responses.
The researcher observed the lecturer and the students activitiesinTEFL class A on English Department of UNISKA. In
the teaching lerning process, not only the lecturer who presents TEFL materials by using Lectora Inspire, but also the
students given opportunities to present TEFL materials using Lectora Inspire with the intention to make the presentation
more interesting. Almost all of the students can operate Lectora Inspire well, only a few of them which had idea that
operating Lectora Inspire is little bit difficult. Lectora Inspire gave positive contribution for both of the lecturer and the
students in teaching-learning activity. All of them stated that Lectora Inspire which is used as media in teaching the
students made them more motivated in learning TEFL or English. It is because of the various features which have been
provided by Lectora Inspire. The lecturer or the students can add video, animation, or test through this e-learning.
Keywords : : Lectora Inspire,Teaching Media, Audio-Visual Aids, TEFL

Abstrak
Pada penelitian ini, peneliti mengamati penggunaan Lectora Inspire sebagai media untuk penyampaian bahan
pembelajaran TEFL untuk mahasiswa English Department di Universitas Islam Kadiri. Peneliti menggunakan metode
deskriptif kualitatif dengan cara mengamati implementasi dari Lectora Inspire sebagai media dalam menyampaikan
materi TEFL, hasil dari kemampuan berbicara mahasiswa, dan respon mahasiswa. Peneliti mengamati aktivitas dosen
dan mahasiswa di kelas TEFL A di Departemen Bahasa Inggris Universitas Islam Kadiri. Pada proses belajar mengajar,
tidak hanya dosen yang menyampaikan meteri TEFL menggunakan Lectora Inspire, tetapi mahasiswa juga diberikan
kesempatan untuk menyampaikan materi TEFL menggunakan Lectora Inspire dengan tujuan untuk membuat presentasi
lebih menarik. Hamper semua mahasiswa dapat mengoperasikan Lectora Inspire dengan baik, hanya sedikit dari mereka
yang merasa sedikit kesulitan dalam mengoperasikan Lectora Inspire. Lectora Inspire member kontribusi yang positif
untuk dosen dan mahasiswa dalam proses belajar mengajar. Mereka berpendapat bahwa Lectora Inspire yang digunakan
sebagai media dalam mengajar mahasiswa membuat mereka semakin termotivasi dalam belajar TEFL atau Bahasa
Inggris. Hal ini dikarenakan bermacam-macam fitur yang telah disediakan oleh Lectora Inspire. Dosen dan mahasiswa
dapat menambahkan video, animasi, atau tes menggunakan e-learning ini.
Kata Kunci: Lectora Inspire, Media Pembelajaran, Media Pembelajaran Audio-Visual, TEFL

communication. In Indonesia, English is considered as a

INTRODUCTION
In this globalization era, even since AEC (Asean
Economic Community) program started, ASEAN people
will compete in everything, moreover in technology and
knowledge. In order to be success in competing, they
need good communication to state their meaning and
aims. As it is stated by Kachru (1992),English as an
international language, which is spoken by over one half
of the one billion English speakers from all over the
world, either it is as a first, second, or foreign language is
considered as an essential part in succeeding international
foreign language. Thus, Indonesian students as EFL
learners need to do more efforts in learning English. For
example, joining certain English club or class, reading
certain books in English, and looking for English native
speakers to practice theri English speaking skill. It is
supported by Brown (2001) in his statement that EFL
learners do not have ready-made contexts for
communication beyond their classroom. Indonesia
students are demanded to learn English until university
level. No matter what major they take, they will have
English as one of the subjects that must be programmed.

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 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
In this case, all of the college students especially who is
majoring in English, tend to know the importance of
English as a foreign language in Indonesia.
Trivantis, as an eLearning provider stated that
Lectora Inspire is a simple, yet exceptionally powerful
tool to create an interactive eLearning. It helps teachers
to make an interactive presentation that is almost the
same as Microsoft power point. But, Lectora Inspire has
more complete features; the teachers can play video
directly withiut making a hyperlink on the slide, so it has
minim of error possibility. Besides, the teacher can make
a quiz or test on the slide. After the students answer the
quiz, the score will be shown up on the slide. On the
other hand, the teacher can ask the students to fulfill a
task by using Lectora Inspire and send it via email that is
available on the option. The video, audio, picture, or the
other file which are attached on Lectora Inspire slides are
saved in a single way. It means, the students do not have
to have each of the picture, video, audio, or the other file
separatedly. Therefore, teachers can use Lectora Inspire
as media to teach English in interactive way.
Research Questions
Dealing with the background of the study above, the
researcher formulates the research questions as follows:
1. How is the implementation of Lectora Inspire as
media in delivering TEFL materials?
2. How is the students’ speaking ability toward the
implementation of Lectora Inspire as media in
delivering TEFL materials?
3. How is the students’ response toward the
implementation of Lectora Inspire as media in
delivering TEFL materials?
Kurniawan (2015) found out that Lectora is an
e-learning tool which is developed by Trivantis
Corporation. It is an ICT (Information and
Communication Technology) media which can help
teacher to create an interactive learning media to be used
for teaching. In addition, Rohman (2013) found out that
LectoraInspire is a software which can help the teacher
to make an interactive presentation for the students. It is
similar to Microsoft Power Point, but it has more
complete features so teachers are able to make learning
material, selecting the material by themselves, editing
the material, and publish it into a single file.
Furthermore, the students can open it on their laptops or
PCs using adobe flash player only. Besides, teachers can
make an interactive presentation that consists of many
files such as pictures, audio, videos, and animations. In
this way, it will be easier for teachers to deliver the
materials to the students. Teachers can use this media in
the classroom, on-line in web, and self-study by the
students.
Based on Brown (2001), teachers can design
classroom task which can make learners do it because it
is fun, interesting, useful, challenging, and not because
they anticapte for rewards from the teacher. Lecturer
who teaches on TEFL class A decided to use Lectora
Inspire as media during teaching-learning process which
can be applied by both of the lecturer and students.
Lectora Inspire as a powerful tool to create an
interactive eLearning is used as media in delivering
materials by both of lecturer and students in TEFL class
A. On each meeting, there will be a group of students
which is consists of two or three members who are
going to present two topics about TEFL by using
Lectora Inspire. On the beginning of the class, the
lecturer will use Lectora Inspire as teaching media
when giving background knowledge about topics which
are going to be discussed. Then, the lecturer lets the
group of students which is going to present two topics
related to TEFL to start their presentation. Based on
TEFL syllabus which is created by English Department
of UNISKA, every member should take part of the
discussion. So, the members of the groups have to work
together in presenting the topics and also answers
questions or respond to statements from the lecturer or
the other students. The members can set their way to
present the topics based on their desire, it could be one
member presents one topic, or all of the members
present both of the two topics together. After finishing
in presenting the first topic, the lecturer will alloted time
for question and answer session. Based on the syllabus,
every student should give questions or comments related
to the topics in order to respond to the group’s
presentation on each meeting. So, not only the lecturer,
but also every student have to give respond to the
group’s presentation, either it is in form of questions or
comments. Next, the group will continue to present the
second topic and have question answer session later. On
the end of the class, the lecturer will give feedback
towards the group’s presentation about the two topics
which they have been presented and assess their
performance using rubric . Then, the lecturer will give
the students chance to ask him questions or discuss
about the topics. The last, the lecturer reminds the
students about their daily task.
The use of Lectora Inspire in the class can
increase students’ interest. As a result, they can achieve
better result. Febrianto (2013) found out that the tenth
graders students which study in one of the Islam Senior
High School in Yogyakarta got better result after the
teacher used Lectora Inspire as a media to teach Fiqh in
the class. This media is proved can help the students to
enhance their motivation teaching learning process and
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
achieve better result after the researcher reviewing some
previous studies.
In addition, Romadhan (2015) conducted a
research in one of the vocational school in Jombang by
using Lectora Inspire as a media to teach students on
electrical engineering major. He found out that Lectora
Inspire can be use to teach electrical engineering
because the validation scores of the students show good
result. Besides, 86, 9% of students on one of the
vocational school in Jombang were excited to learn
electrical engineering by using Lectora Inspire, so it can
be concluded that most of them were enjoy learning
using Lectora Inspire.
As well, Faruk (2014) discovered that Lectora
Inspire as an interactive learning media gives significant
effects to increase the students learning result. It showed
by the results of the field test which has been committed
against 23 students of discrete method class in the
Department of Mathematics, Faculty of Mathematics and
Natural Science, in one of the University in Palembang.
According to the test result, the implementation of
Lectora Inspire as media for teaching gave positive effect
for the students.
METHODS
Based on the research questions and objectives
of the study, the researcher decided to use descriptive
qualitative design. Descriptive research describes the
conditions, which really occurred while teaching, and
learning process. As well, Ary (2010) stated that
qualitative research focuses on understanding, activities
from the prospective of the human participants in natural
settings. It deals with the data in form of words or
pictures rather than numbers and statistics. Based on the
statements above, this study will be conducted by using
descriptive qualitative design.
The researcher only observes the teaching and
learning process in the classroom. Then, the researcher
describes and reports the teaching and learning activities
from the beginning until the end of the class. The
researcher also uses some instruments, such as
observation checklist, field notes, interview, and
students’ performance result to get the best result of this
study.
This study will be conducted in English
Department of UNISKA. In this study, the researcher
choosethe participants from TEFL class Amajoring in
English Education. The lecturer has been using Lectora
Inspire for two years and the students from TEFL class
A has been using Lectora Inspire since the previous
semester. Thus, in this study, the researcher choose all
students from TEFL class A as the subject of this study.
These students had experienced using Lectora Inspire as
3
media in teaching and learning English and they will use
it as media in presenting their topics. The lecturer
assessed their performance by using a rubric advised by
Morreale;, Hugenberg;, and Worley (2007).
The researcher will interview six students from
TEFL class A in order to know their response toward the
implementation of Lectora Inspire as media for teaching
and learning, whether as presenter or audience.The
researcher chooses them based on their interaction in the
class, from the active until the passive one.
In collecting the data of the study, the researcher
used some research instruments. There are some
instruments can be used in qualitative research. The
instruments are including observation check list, field
notes, interview, and students’ performance results.
Observation Checklist is used to observe the
activities that are done during the implementation of
Lectora Inspire as teaching media in TEFL class. It is
used to check certain teaching-learning activities in the
classroom including the implementation of Lectora
Inspire as media for teaching learning.
Field Notes includes a complete description of
everything happen during the teaching and learning
process. It includes the description of setting, teachers
and students’ talk, events and the observer is feeling to
the class activities. According to Ary (2010), field notes
consist of what researcher has seen and has heard.
Furthermore, the researcher may also write some
additional information, which does not exist in the
observation checklist.
The researcher is going to have an interview
with some students that have been participating in the
class which has used Lectora Inspire as the learning
media. The researcher is going to ask some questions
related to the students’ response about the
implementation of Lectora Inspire in the class.
Students’ performance results will be obtained
from the students’ activities in presenting and discussing
that has been assessed by the lecturer to avoid
subjectivity and judging from the researcher. In scoring
the students’ performance, the lecturer adapted oral
presentation rubric from Morreale; et al. (2007) who
divided the criterions into three main components;
content, organization, and speech dleivery. Each of the
criterion has three grades; excellent, good, and poor.
RESULT AND DISCUSSION
The Implementation of Lectora Inspire as Media in
Delivering TEFL Materials
The researcher observed about the implementation of
Lectora Inspire as media in delivering TEFL materials in
TEFL Class A of UNISKA for three times. Both of the
lecturer and the students used Lectora Inspire as media in
delivering or presenting their TEFL materials.
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
Topics : Project-Based Learning and Teaching English
for Young Learners
 Pre-Activity
Before the class started, the lecturer had a little
talk with the students related to who will present that day
and ask them to prepare their laptop and projector as
well. The presenters were a female and a male student.
The female presenter sat on a chair and the male one
stood up behind the female presenter.
 Whilst Activity
As soon as they started their presentation, the
first slide of their Lectora Inspire file showed up. The
titles of two topics that they are going to present were
written on the slide along with their names and pictures
of a man and a woman in suits (see appendix 4). They
presented Project-Based learning as the first topic,
followed by Teaching English for Young Learners for the
next topic.
Student 1 : “Assalamualaikum Warahmatullahi
Wabarakatuh, oke disini saya Student 1 dan Student 5
akan menjelaskan materi chapter VI tentang Project-
Based Learning dan Teaching English for Young
Learners.”
Next, both of the presenters continued to explain
the next slide about definition of Project-Based Learning.
They wrote down the definition of Project-Based
Learning in brief and inserted two pictures of women; a
woman in suit and a woman in a dress. The pictures may
attract the audience rather than just a slide with only text
on it.
Student 5 : “Okay, Project-Based Learning, a
teaching and learning model curriculum development and
instructional approach that emphasizes student-centered
intruction by assigning projects.”
Student 1 : “Jadi, apa sih Project-Based Learning
itu? Nah, Project-Based Learning itu adalah suatu
metodepengajaran dan pembelajaran yang dimana siswa
itu sebagai centernya atau pusat dari pembelajaran itu
sendiri, yang dimana pada model ini mengacu pada
assessment atau penilaian berupa project yang menjadi
penelitian ataupun bahasa untuk diteliti disitu.”
Then, on the next slide, student 5 read about the
more specific of Project-Based Learning which is divided
into five main points. Those five points were presented in
brief to get the main points of each. After that, student 1
gave additional explanation related to the information on
the slide.
Student 5 : “Okay, more specifically Project-
Based Learning can be defined as follows; The first,
focus on the central concepts of a discipline. The second,
engaging learning expereinces that inv-olve students in
complex, real-world projects through which they develop
and apply skills and knowledge. The third, learning that
requires students to draw from many information sources
and disciplines in order to solve problems. Next, learning
in which curricular outcomes can be identified up-front.
Experiences through which students learn to manage and
allocate resources such as time and materials.”
Student 1 : “Okay, jadi penjelasan spesifik dari
Project-Based Learning itu sendiri yaitu fokusnya.. atau
fokusnya itu siswa membuat suatu pembelajaran yang
sesuai dengan ilmu yang diterapkan dengan pengajaran
itu sendiri. Kemudian, mereka belajar dari experience
experience atau ...pengalaman dari dunia nyatanya. Jadi
dari kehidupan sehari-hari terus diaplikasikan ke
pembelajaran, gitu.Kemudian dari menganalisis apa yang
di kehidupan sehari-hari itu, kemudian mereka dpt
memetakan masalah yg ada dlm pembelajaran itu sendiri,
kesulitan mereka. Kemudian mereka menghasilkan suatu
apa ya ... Learning in which curricular outcomes can be
identified up-front, jd bisa mengidentifikasi hasil yang
telah ada, yang telah mereka pelajari. Kemudian..
experiences through which students learn to manage,
mereka belajar untuk memanage, untuk mengatur time
management, seperti itu kayak waktu, materi. Jadi, they
call this method with learning by doing. Jadi, nggak
hanya belajar, tapi kita memperoleh hasilnya itu sembari
mereka melakukan itu.”
After presenting Project-Based Learning and
answering some questions related to the topic, the
presenters continue to present the next topic, it is
Teaching English for Young Learners (TEYL).After
showing the first slide that displayed the title and pictures
of children and a man in suit on it, they started to explain
the second slide about the definition of TEYL which
displayed two main points and a picture of a woman on
it.
Student 5 : “Oke selanjutnya, Teaching English
for Young Learners. Teaching English to young learners
refers to a more specialized area of teaching English
which deals with younger students. Young learners
assumed to be around 3 – 12 years old.”
Student 1 : “Jadi pengertiannya sudah jelas ya,
karena kita sudah dapat materi TEYL. Nah itu,
spesialisasi pengajaran yang diterapkan untuk anak-anak.
Usianya itu dari 3 sampai 12 tahun.”
Next, student 5 continued to explain the next
slide, it showed information about reasons why should
teach English at the primary level. They gave a brief
explanation into five main points. Right after student 5
finished reading the explanation on the slide, student 1
gave additional explanation related to the information on
the slide.
Student 5 : “Why should teach English at the
primary level? Increased use of and exposure to English
in daily life, practical need. The second, exposes children
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
to understanding of foreign cultures, tolerance. Links
communication to the understanding of new concepts.
The earlier you start the more time you get to learn the
language. Next, stimulates language awareness,
benefitting both L1 and L2.”
Student 1 : “ Ya jadi, kenapa sih kita perlu
mengajarkan bahasa Inggris kepada anak-anak usia..yang
masih usia ya yang disebutkan tadi. Ya yang pertama
increased use of and exposure to English in daily life.
Yaitu menerapkan atau penerapannya menggunakan
Bahsa Inggris dalam kehidupan sehari-sehari. Kemudian
exposes children to understanding of foreign
cultures,untuk mengetahui budaya asing, agar mau
toleransi, ya dalam beragama maupun sosialisasi. Links
communication to the understanding of new concepts,
untuk alat komunikasi agar tidak misscommunication.
Lalu, the earlier you start the more time you get to learn
the language, akan lebih mudah bagi seseorang untuk
mempelajari bahasa, bahasa asing terutama, bila didapat
dari kecil. Kemudian stimulates language awareness,
benefitting both L1 and L2, mensitumulus mereka dari
bahasa Ibu mereka sendiri ke bahasa asing.”
 Post-Activity
When both of the presenters have done
presenting both of the topics, the lecturer gave additional
information related to the topics while opening his
Lectora Inspire slides. On Project-Based Learning slide,
he showed a colorful diagram and chart to explain
information about it. Then, on TEYL slide, he showed
some examples of tasks that can be given to the young
learners in form of pictures.
Lecturer : Ketika anak kecil misal suka roti, projectnya
kenapa nggak diajari bikin adonan gitu ? Yang terbaru
itu, misal habis lihat alat transportasi misalnya, ayo bikin
apa yang anda lihat tadi, bisa dijadikan model, project
juga kan? Nanti apa yang dia pelajari, mungkin dia bisa
describing. Apa ini? Nah dia describe, jadi tidak sekedar
mengambil picture, tapi dia bisa menggambar, atau
membuat dari bahan seperti malam, atau mungkin dari
adonan tepung diwarna-warni gitu kan terus dibentuk-
bentuk. Tapi terlalu sulit itu untuk anak TK ya, tapi kalau
misal anak TK diberi project menggunakan tepung
begitu, bisa dipakai untuk menceritakan kembali. Atau
lagi main puzzle, lego, atau apa, lalu describe
describekan. Ini yang kadang-kadang saya bilang waktu
saya sering melihat di sekolah TK itu, ada TK yang tidak
menyediakan fasilitas itu.Dari jaman sekolah itu berdiri
sampai sekarang, ya paling perosotan. Ya saya menyadari
ketika anak saya sekolah disitu, ketika saya belikan lego,
dia tidak tau cara mainan lego. Ketika saya belikan
puzzle, dia juga tidak tau cara bermainnya. Nah waktu
saya ada libur, saya cek ke sekolah.Ternyata begini
pengajarannya, gimana anak mau bisa kalau dia tidak tau
5
yang lain, taunya Cuma itu-itu aja.Akhirnya saya belikan
media, saya berikan ke kepala sekolahnya.Saya bilang,
kalau pengen bagus, ini tolong dimasukin.Jadi untuk
pembiasaan, sebagai bahan yang membangun kreativitas
otak mereka. Nah temen-temen, kalau di materi TEYL,
mata kuliah TEYL, disitu anda diajari bikin media juga
kan? Nah rencananya saya mau undang rekan saya untuk
membuat macam-macam media pengajaran untuk young
learners. Lalu untuk temen-temen, besok-besok tolong
dipantau perkembangan anaknya, contoh saya dan istri
saya meminta anak saya untuk memegang kursi dan
mengatakan chair, chair. Itu seperti apa, Total Physical
Response, TPR. Nah dia mulai tau, tapi kendalanya apa?
Dia bisa ngomong tapi gak bisa nulis. Kan repot juga,
jadi anak saya bisa ngomong shoulder, tapi dia nulisnya
solder. Nah ini saya berpikir, kita saja yang sudah
semester berapa ini, kadang-kadang dalam writing aja
masih salah apalagi anak SD. Nah ini nanti temen-temen
kalau misal mengajar Bahasa Inggris untuk young
learners, coba saran saya jangan difokuskan pada tulisan
dulu, tapi dia bisa ngucapin dulu, pronunciationnya
benar, selesai.
Then, the lecturer shared a story about young
learners who believe in their teachers’ saying rather than
their parents’. For example when his son mispronounced
a word, “biscuit”. The lecturer tried to correcting his
pronunciation but his son didn’t believe it and kept
pronounce it like his teachers taught him. Then, he told
the students that children need to get used to read. Parents
or teachers can let the children read various books they
like, for example comics. He said it’s okay if they read
comics in order to gain interest and increase their
motivation to read. After discussing about Project-Based
Learning and TEYL, the lecturer ended the class at 10:32
AM.
Topics : Teaching Grammar and Teaching Listening.
 Pre-Activity
There were seven students in the class when the
class started. The lecturer operated his laptop as soon as
he sat down. He started the class while talking about
teaching grammar and listening. Then, he opened his
Lectora Inspire file to give the students background
knowledge about the topics. He showed slides about the
information of Teaching Grammar and Teaching
Listening. The slides contain text which has information
about the topics (see appendix 4). Since the students had
observed teaching learning process in some schools, the
lecturer asked them to share about it. They discussed
about the way teachers teach the students about grammar,
listening and the other skills. Commonly, the teachers
still teach grammar, listening, and the other skill
separately.
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
Lecturer : Begini, waktu saya pengamatan di sekolah-
sekolah kemarin, guru itu ada yang ngajar grammar
secara terpisah. Jadi gini, satu hari ngajar grammar terus.
Ada juga yang ngajar grammar itu secara integrated,
misalkan ketika dia sedang membahas teks, misalkan
disitu ada past tense, dia bisa menggaris bawah kata-kata
tertentu di teks itu, kenapa dia pakai begini? Misalkan
ada yang berakhiran –ed. Nah nanti siswa menjawab
bahwa itu karena simple past.Kenapa simple past?Karena
itu menceritakan masa lampau.
Then, the lecturer discussed about deductive and
inductive approach. Then, one of the students said that
inductive approach is better because the students find the
material out by themselves. The lecturer agreed to her
and said to his students to not teach grammar separately.
After that, the lecturer continued to give background
knowledge about teaching listening through his lectora
inspire files. He asked his students about their knowledge
related to teaching listening and they shared their stories
enthusiastically. Then, the lecturer explained about
monologue and dialogue. After that, the lecturer and the
students discussed about dialogue which is divided into
two; transactional and interpersonal.
Lecturer : Transactional itu ada take and give. Misalkan
apa? “Can you help me?”, “Can you show me the way
to….misalkan saja to the railway station?”, “Ya, from
here you can go straight”. Nah kalau interpersonal? “Do
you like my books?”, “Yes.” Atau Tanya aja “What do
you think about my clothes?”.Nah kalau kita
mendapatkan sesuatu dari percakapan itu, maka itu
transactional.
 Whilst Activity
Then, the lecturer asked the presenters to start
their presentation and said that he hopes to have
discussion with the students later after the presentation
ended. The presenters were student 2 and student 3. They
greeted the audience while showing the first slide. It
displayed written text about two topics that they were
going to present and their names with two pictures of
women on it.
Presenters : Assalammualaikum Wr. Wb.
Student 2 : “Morning guys,okay today
we are going to discuss about teaching if grammar and
teaching of listening. The teaching of grammar will be
explained by my friend, and I will explain about teaching
of listening.”
After that, Student 3 started to explain about
teaching grammar. She explained the topic along with her
Lectora Inspire slides. On the slide, it was written basic
knowledge about grammar. On the brief explanation on
the slide, there were sentences which were in bold. Those
are unconscious patters and communication.
Student 3 : “For the first time I will give
you knowledge about grammar, Grammar is group of
unconscious patterns developed over centuries by
millions of speakers of a language to organize words in
communication. Jadi grammar itu adalah tata bahasa
yang kita pelajari, waktu kecil kan kita dari awal belajar
bahasa Indonesia kan yang kita pelajari adalah
grammarnya. Bagaimana menyusun kalimat dengan
benar dan tepat dan dapat diterima oleh orang luar negeri
kan? Secara Bahasa Inggris adalah bahasa internasional
kita.
Then, student 3 explained about the roles of
grammar, three dimension of grammar and approaches in
teaching grammar which were showed in form of chart
and diagrams on the slides, even she wrote some tenses
formula on the white board and showed the example of
teaching grammar in deductive or inductive way.
Afterward, the presentation about teaching of grammar
ended and they immediately having question and answer
session related to the topic. Subsequently, Student 2
started to explain the next topic, it is Teaching of
Listening. Student 2 explained about the definition of
listening along with showed her Lectora Inspire slide
which contains of the information about the definition of
listening according to Bulletin. The definition was
written in brief and there was a picture of a woman on it.
Student 2 : “Okay now, we will discuss
about teaching of listening. First, according to Bulletin,
listening is one of the fundamental language skills. It’s a
medium through which children, young people and adults
gain a large portion of their education, their information,
their understanding of the world and human affairs, their
ideals, sense of values, and their appreciation. Jadi,
listening merupakan salah satu skill bahasa.Jadi mengapa
kita mengajarkan listening pada anak-anak? Karena
melalui listening, mereka akan mendapatkan informasi,
pemahaman tentang dunia, tentang hidup melalui
listening. Nah, dalam listening itu, misalnya kita
mendapatkan tes, the understanding of pronunciation, or
grammar, and vocabulary, and grasping the meaning are
involved in this skill. Jadi, penguasaan pronunciation,
grammar, vocabulary, dan juga penguasaan kita dalam
menangkap makna dari apa yang kita dengar itu tercakup
dalam listening skill.”
Afterward, student 2 explained about
listening strategies, listening stages, and listening for
comprehension along with showed the slides that contain
information about the topic in form of points and brief
explanation with certain design on it.
 Post-Activity
After having question-answer session, the
lecturer asked a question to the students, it is about the
differences between micro skill and macro skill. They
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
had discussion about it and the students finally
understood about the differences. Then, the lecturer gave
feedback towards the presentation of the group. The class
ended at 10.30 after they have done shared stories about
learning process in Pare, Kediri.
Topics : Teaching Reading and Teaching Speaking
 Pre-Activity
Right after the lecturer sat down, he operated his
laptop and opened his Lectora file about TEFL materials.
The lecturer mentioned that there are two reading
theories; skimming and scanning while showing his
Lectora Inspire slides (see appendix 4). Then they
discussed about students’ problems in reading and
speaking since the topics for that day were teaching
reading and teaching speaking.
Lecturer : “Jadi hari ini kita bahas teaching reading and
teaching speaking, termasuk membahas problemnya
dalam teaching reading and speaking. Dulu anda ketika
masih menjadi murid, ketika belajar reading, selalu saja
main idea yang dibahas. Kenapa kok main idea ?Kenapa
kok nggak yang lain?”
Student 1 : “Kalau mau menemukan main idea
harus baca seluruh teksnya.”
Lecturer : “Anda cari main idea harus baca seluruh teks?”
Student 1 : “Ah engga Pak, di awal, bukan di
akhir.”
Lecturer : “Nah ada dua cara, yaitu skimming sama
scanning. Ketika anda tes TEP, itu kapan kita pakai
skimming, kapan kita pakai scanning? Skimming, berarti
apa yang dicari ? Main idea, lalu ?”
Student 2 : “Text structure.”
Lecturer : “Nah bisa, selanjutnya ketika kita scanning,
kenapa kita harus scanning?”
Student 3 : “Ketika mencari yang tidak tertulis
langsung di teks.”
Lecturer : “Scanning itu digunakan ketika mau mencari
seperti angka, jadi harus baca.”
 Whilst Activity
At the moment, after giving background
knowledge about the topics, the lecturer asked the
presenters to start their presentation about teaching of
reading and teaching of speaking. The presenters were
student 4 and student 7. They greeted the audience while
showing the first slide which displayed their names and
some aspects of teaching reading and teaching speaking.
The slide was designed with a picture of a man in suit
besides the main points that they were going to
explained.
Student 7 : “Assalamualaikum wr.rb. Teman-
teman, hari ini kita akan mempresentasikan tentang
teaching of reading and teaching of speaking. Yang
pertama, akan disampaikan oleh partner saya.”
7
Student 4 started to explain about teaching
reading. There were explanation about teaching reading
and a picture of a kid reading a book on the slide (see
appendix 4).
Student 4 : “Okay, pertama, teaching is a process
of constructing meaning from written texts. It is a
complex skill requiring the coordination of interrelated
sources of information. The purposes of reading and the
kind of text determine the specific knowledge, skills, and
strategies which is needed by the readers to apply and
reach comprehension.
 Post-Activity
Since there was limited time for student 7 to
present the second topic, the lecturer cut the presentation
and discussed about some important points with the
students about principles for teaching and some games to
arouse students’ motivation in speaking English. He gave
feedback towards the group’s presentation and gave
chance for the other students to ask questions. Then the
lecturer and the students discussed things which still
unclear for the students. After discussing the topics, the
class ended.
Discussion of The Implementation of Lectora Inspire
as Media in Delivering TEFL Materials
In this study, the researcher observed about the
implementation of Lectora Inspire as media in delivering
TEFL materials in TEFL class A of English Department
of UNISKA.The topics which have been presented by the
students were Project-Based Learning, English for
Young Learners, The teaching of Grammar, The
teaching of Listening, The teaching of Reading, and The
teaching of Speaking. As it can be seen on the syllabus,
the first course objective of TEFL syllabus isto provide
the students opportunity to review and get more
knowledge of methods of teaching English as a foreign
language. Meanwhile, those six topics are not methods
for TEFL, so it can be concluded that the topics were not
suitable with the course objectives.
As it is mentioned in Bambang Yudi Cahyono et
al. (2011), the learning activity should consider the
number of the students involved. The activities can be
classified into individual and group activities.
Considering the number of the students which is consists
of eleven students and enabling every student to be
actively involved in teaching-learning process, the
lecturer of TEFL class A decided to ask the students to
work in pairs / small group which is consists of three
students. In addition, work in pairs or in a small group
can lessen students’ anxiety in presenting topics. Next, a
good relation is needed between the lecturer and the
students. Designing fun classroom activity can help
maintain the good relation between the lecturer and the
students, for example giving a task to present topics by
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
using Lectora Inspire. It is acknowledged by the students
of TEFL class A who looked enthusiasm in presenting
topics using Lectora Inspire.
Purjayanti (2003) stated that through
presentation, students were able to search for materials
and deliver certain topics in organized way. It helps the
students in practicing their speaking skill. In this case, the
lecturer of TEFL class A has fulfilled his role as a
facilitator by giving the students much time to present
and to interact which it should be using English. But,
here, the students were presenting both in Bahasa and
English.Even the lecturer himself, sometimes using
Bahasa in giving additional information about the topics.
As Kurniawan (2005) stated, Lectora Inspire is
an ICT (Information and Communication Technology)
media which can help teacher to create an interactive
learning media to be used for teaching. It is proved by
both of the lecturer and the students who were able to use
Lectora Inspire as media in delivering TEFL materials
interactively. They used some features such as adding
pictures, points, and table. They designed it in interactive
way which is suitable for the topics and the discussion.
They did not find any difficulties in using Lectora Inspire
in the class.
Students’ Speaking Ability in Delivering TEFL
Materials
Based on Abbott at al.(1981),assessment can be
used to check the capabilities of the students as well as to
check their quality of teaching and learning. In this
observation, the lecturer assessed students’ speaking
ability using performance rubric by Morreale (2007). The
results were obtained from the first until thir third
observation when the students used Lectora Inspire as
media in delivering TEFL materials. From the first until
the third meeting, there were six students who were
responsible to present certain topics about TEFL.
Student ID :5
Student 5 presented two topics; they are Project-
Based Learning and Teaching English for Young
Learners. Based on lecturer’s assessment towards his
presentation, he presented good amount of material of
the topics. In addition,he gave clear, appropriate, and
correct information in presenting the topics.
Regarding to the lecturer’s assessment towards
the presentation of student 5, he had organizing ideas in
presenting the topics well.His explanation about the
topics was easy to follow by audience. But, it could have
been much stronger if he had better preparation.
Student 5 made eye contacts with the audience
less than 80% of the time. When his partner explained
parts of the materials, he took chance to read a notes
related to the topics. In another words, he could not made
eye contacts with the audience all the time.
Based on the lecturer’s assessment towards
student 5’s presentation, he used unclear or inappropriate
words in delivering the materials.
In delivering both of the topics, the lecturer
assessed that student 5 did body language along with
explained the materials itself. He demonstrated
acceptable postures and gestures. In addition, he also
showed facial expression when explaining the materials.
Student 5 seems relaxed while presenting the
materials. The lecturer can see that he was kind of
confident in delivering both of the topics. Besides, he was
appropriately dressed.
Student 5 used Lectora Inspire as media in
delivering TEFL materials for both of topics. From the
slides that he showed to the audience, it showed
explanation along with text and pictures or diagram about
those two topics. The lecturer can say that the visual aids
he used had minor problem.
The lecturer allotted 90 minutes for presentation
of two topics and additional explanation from him.
Student 5 could deliver both of the topics within 10% of
allotted time. So, the lecturer had enough time to give
additional explanation about the topics.
Student 5 had variation in volume when
explaining the two topics. He gave such intonation in
certain explanation to underline certain points. It may
help student 5 to enhance his presentation.
Student ID :3
Student 3 presented a topic, it was Teaching
Grammar. But, she also helped her partner in presenting
the next topic. Regarding to the lecturer’s assessment
towards her presentation about teaching grammar, she
had an exceptional amount of valuable material. Besides,
subject knowledge is evident throughout.
Based on the lecturer’s assessment towards the
presentation of student 3, she had organized ideas in
presenting the topics well. Her explanation about the
topics was easy to follow by the audience. But, it could
have been much stronger if she had better preparation.
Student 3 made eye contacts with the audience
less than 80% of the time. Sometimes she looked at her
notes or books to check her explanation. So, she did not
made eye contacts with the audience all the time.
Regarding to the lecturer’s assessment towards
the presentation of student 3, she used reasonably clear
language that can be understood by the audience.
Besides, she used vivid and appropriate language in
explaining the topics.
In delivering the topics, the lecturer assessed
that student 3 did body language along with explained the
materials itself. She demonstrated acceptable postures
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
and gestures. Furthermore, she also showed facial
expression when explaining the materials.
Based on the lecturer’s assessment towards the
presentation of student 3, she looked a little bit nervous.
She did not really confident with herself in explaining the
topics. Yet, she did quick recovery from minor mistakes.
Student 3 used Lectora Inspire as media in
delivering TEFL materials. From the slides that she
showed to the audience, it showed explanation in text and
pictures or diagram to help student 3 in presenting the
topics. The lecturer can say that she presented the
materials along
Student 3 could deliver the topics within alloted
time. She could cover in delivering the topics and answer
the questions from the audience based on the time given.
In this case, the lecturer could gave additional
explanation about the topics.
Student 3 had variation in volume when
explaining the two wopics. She gave such intonation in
certain important explanation to underline it. It may help
student 3 to enhance he rpresentation.
Student ID :4
Student 4 presented a topic, it was Teaching
Reading. Regarding to the lecturer’s assessment towards
her presentation about teaching reading, she presented
good amount of material of the topics. Besides, she gave
clear, appropriate, and correct information.
Based on lecturer’s assessment towards the
presentation of student 4, she had organied the ideas in
presenting the topics well. Her explanation about the
topic was easy to follow by the audience. But, it could
have been much stronger if he had better preparation.
Student 4 made eye contacts with the audience
less than 80% of the time. Sometimes, she looked at her
notes, books, or laptop when explaining the materials.
Thus, she did not made ye contacts with the audience all
the time.
On the lecturer’s point of view, student 4 used
unclear words in delivering the materials to the audience.
In another words, she used inappropriate words to explain
the materials.
In delivering the topic, the lecturer assessed that
student 4 failed to do body language along with explained
the materials itself. She could not demonstrate acceptable
postures or gestures in front of the audience. Moreover,
she also failed to show such facial expression in order to
underline certain explanation.
Regarding to the lecturer’s assessment towards
the presentation of student 4, she looked a little bit
nervous in presenting the materials. She did not have
high self-confident in explaining the topic. Yet, she did
quick recovery from minor mistakes.
9
Student 4 used Lectora Inspire as media in
delivering TEFL materials. From the slides that she
designed, it showed explanation related to the topic along
using text and pictures or diagram about the topic. The
lecturer can say that the visual aids she used had minor
problem.
Student 4 had variation in volume when
explaining the topic. She gave such intonation in certain
explanation to give stress on certain important
information. It helped student 4 to enhance her
presentation.
Discussion of the Students’ Speaking Ability result by
using Lectora Inspire
In this study, the researcher observed about
students’ speaking ability result in delivering TEFL
materials by using Lectora Inspire. Based onAbbott at al.
(1981), assessment which is planned by the teacher could
be purposed to check individual or the capabilities of the
whole class. It means that assessment focused on the
quality of teaching and learning as well. One of the ways
to assess the students’ capability is to ask them present
certain topics in front of the class. In this case, a tool to
assess the students is needed. The lecturer of TEFL class
A was in line with the statement, he used a performance
rubric derived from Morreale (2007) to assess his
students in presenting TEFL materials. The rubric
consists of three main components; they are content,
organization, and speech delivery. In speech delivery
component, there are seven criterias; eye contact, use of
language, body language, appearance, visual aids, time,
and voice. The lecturer has three options to assess the
students’ performance in each criterion; they are
excellent, good, and poor.
On the first criteria, content, student 5 and
student 4 were assessed, he presented good amount of
material of the topics. In addition, he gave clear,
appropriate, and correct information in presenting the
topics. Meanwhile, student 3 presented an exceptional
amount of valuable material. Besides, subject knowledge
is evident throughout. The assessment was reasonable
because the content that student 3 presented was a
valuable material.
On the second criteria, three of the presenters
had organizing ideas but it could have been much
stronger with better preparation. They had organized
some important points or ideas on Lectora Inspire slides
to be presented. But, it would be great if they could
present with better preparation.
On the third criteria, three of them did eye
contact less than 80 % of the time. The assessment was
reasonable because sometimes they still take a look at
their notes, laptop, or phone to read some explanation
related to the topics. There was a time when they only
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
read the text without looking at the audience but there
was one when they take a look at their notes slightly
while explaining the topics.
On the fourth criteria, student 5 and student 4
used unclear or inappropriate words. On the other hand,
student 3 used language that is reasonably clear, vivid,
and appropriate. Student 5 and 4 sometimes got confused
when explaining certain information, so it can be said
that they used unclear words, different with student 3
who explained the topic clearly.
On the fifth criteria, student 5 and student 3
could demonstrated acceptable postures, gestures, and
facial expression. Meanwhile, student 4 was failed to use
acceptable postures, gestures, and facial expression. In
fact, student 5 did not do much body language, he was
just stood up and read the content on the laptop. It is in
line with the student 4 who got the right assessment
result. Furthermore, student 3 used her hands to
demonstrated or explained certain information.
On the sixth criteria, the lecturer assessed
student 5 was relaxed, confident, and appropriately
dressed. Meanwhile student 3 and 4 were a little bit
nervous and did minor mistakes even though they could
realized it and did quick recovery in a short time. Well,
student 5 was only read the text on laptop and could not
gave additional explanation that means he was not
confident enough in explaining the topics. It should be
student 3 which assessed to be one.
On the seventh criteria, three of the presenters
used Lectora Inspire as the visual aids. The lecturer
assessed student 5 and student 4 had minor problems with
visual aids. They inserted pictures along with the
explanation on the slides but there was minor problem
such as the font color that is not match with the
background color. On the other hand, student presented
nice slides with clear explanation along with pictures,
diagram, or tables.
On the eighth criteria, student 5 and student 4
were presented their topics within 10% of allotted time.
Meanwhile student 3 presented her topic within allotted
time. It’s affecting the time for the lecturer to gave
additional explanation in the end of the class.
On the ninth criteria, student 5 and student 4’s
voice were variation in volume and intonation which can
enhance their presentation. On the other side, student 3’s
voice in explaining was variation in volume, rare pitch
and intonation can enhance the speech. Besides, she
explained the topics in clear voice.
Students’ Responses toward the Implementation of
Lectora Inspire as Media in Delivering TEFL
Materials
The interview was held in the end of the
observation. There were six students which were
interviewed by the researcher. There were eight questions
related to the implementation of Lectora Inspire as
teaching media and its benefits. First question was about
their knowledge about TEFL, since they used Lectora
Inspire as media to deliver and learn TEFL materials.
Based onthe students’ answers, it can be concluded that
Teaching English as a Foreign Language (TEFL) is a
good subject which helps them to learn some suitable
methods or techniques that can be used to teach students.
It is such a useful guide for them to know certain
methods and techniques that can be applied to the
students more even they will be teachers in the future.
The second question was about students’
knowledge about Lectora Inspire. All of the students have
similar knowledge about Lectora Inspire. They stated that
Lectora Inspire is a development tool, which is used to
create online training course, assessment, and
presentation. Two of the interviewee gave longer
explanation compared to the other interviewee, they said
that teacher can put video, pdf, and many files that cannot
be covered by the other media that usually used by
teachers. One of them stated that Lectora Inspire has been
fulfilled the first function of media which is to shorten
and covered all of learning materials in one media. The
students have the same idea that its features make the
media interesting and can increase their motivation in
learning the materials.
The third question was about their ideas toward
the implementation of Lectora Inspire as media in
delivering TEFL materials by their lecturer in TEFL
class. Since the lecturer can use Lectora Inspire well, they
stated that the teaching-learning activities in the class
become interesting. It is supportedby Gerlach et al. (
1980) which stated that media can affect students’
attention and stimulate their motivation in following
teaching learning process. In addition, media can help the
students to understand the materials easily. It is in line
with the statement from the students that they can
understand the materials easily through the features,
which are used by the lecturer. Besides, by using Lectora
Inspire, they are more motivated in learning TEFL.
The fourth question was about whether Lectora
Inspire helps the students in learning TEFL way better.
All of them responded in positive way. They stated that
Lectora Inspire slides, which were shown by the lecturer,
can help them in understanding the materials easily. In
addition, it makes them more motivated in learning TEFL
through pictures or video. As well, there was one
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
interviewee stated that it is more interesting compared to
the other media.
The fifth question was about their ideas towards
the use of Lectora Inspire as media in teaching-learning
process. The interviewee stated that Lectora Inspire helps
the lecturer and them in explaining the materials through
its features. They can insert pictures, animations, videos,
music, and make quiz. They can design the quiz based on
the need, for example essay, multiple choice, true or false
and many more. Thus, it is such a nice media, which is
helpful in teaching, and learning process. For example
the lecturer can send Lectora Inspire files which is
containing a video without sending the video itself to the
students. The students found Lectora Inspire is an
interesting teaching media which is more complete
compared to the other media such as Microsoft power
point. It is in line with Kurniawan (2015)which
discovered that teachers can create and collaborate
among the visual, audio, audio-visual, and also
tests/quizzes in a single file. In addition, it will be easier
for teacher or presenter in delivering the materials to the
audience.
The sixth and seventh question were about
whether Lectora Inspire is easy or difficult to be used.
Four of the interviewee stated that Lectora Inspire is easy
to use and has minor difficulties in using it. Some of
them stated that they faced difficulties at the first time
they operated Lectora Inspire and it took a long time to
be installed. The other two interviewee stated that
Lectora Inspire is complicated to be operated because it is
often getting error on their laptop or the computer
because the size is big. In addition, it can make their
laptop or computer blank or very slow to run. As well,
they need to always updated their adobe version to the
latest version in order to display videos.
The eighth question was about their ideas
whether Lectora Inspire is a good media that can be used
in the classroom especially in TEFL class. All of the
interviewee stated that Lectora Inspire can be used as
teaching media in TEFL or another class because it is
interesting. The students can be excited in learning
through pictures, videos, or the other features that can be
shown by Lectora Inspire. Thus, it is a very useful as
teaching media for the lecturer.
Discussion of Students’ Responses toward the
Implementation of Lectora Inspire as Media in
Delivering TEFL Materials
TEFL class A consists of 11 students in it. But,
the researcher chose six students only to be interviewed
whether they were presenters or the audience. The
interview was held on the end of the third meeting. There
were eighth questions that have been answered by
interviewee (see appendix 6).
11
For the first question, all of the interviewee had
positive ideas about TEFL which can lead them to be
better teacher in the future since they study some
methods and techniques which can be applied in the
classroom. They seem enjoy the class by using Lectora
Inspire that they have known for almost a year. For them,
Lectora Inspire is a development tool that can be used
for teaching media.They stated that Lectora Inspire is
more complete compared to the other presentation media.
They can put pictures, videos, pdf, or the other files on
the slides of Lectora Inspire. It is in line with Rohman
(2013) who stated that Lectora Inspire is a software
which can help the teacher to make an interactive
presentation for the students. It is similar to Microsoft
Power Point, but it has more complete features so
teachers are able to make learning material, selecting the
material by themselves, editing the material, and publish
it into a single file. The students wereamazed with the
features of Lectora Inspire which can be fulfilled the first
function of media, it is to shorten and covered all of
learning materials in one media.
The students were glad towards the
implementation of Lectora Inspire. Since the lecturer can
use Lectora Inspire well, they stated that teaching-
learning activities become more interesting and can make
them more motivated in learning TEFL.. It is
acknowledged by Gerlach et al. ( 1980) which stated that
media can affect students’ attention and stimulate their
motivation in following teaching learning process. The
media is really helpful for them in order to understand the
materials easily. The reason is the features itself that can
be used in Lectora Inspire. They stated that the teaching-
learning activities become interesting because the lecturer
or them as the presenter can insert pictures, musics,
videos, pdf, made their own buttons and also quizzes.
Besides, the other benefits of using Lectora Inspire is
when the user want to send a file containing a video in it,
the used does no need to send the video itself. So, the use
of Lectora Inspire as media in dleivering TEFl materials
in line with the aim to make students more motivated
during teaching-learning process.
All of the interviewee agreed that Lectora
Inspire is a good media that can be used in their TEFL
class. But, they also could not agree more that it can be
applied in the other subjects as well. It is supported by an
expert, Dale (1969)which stated that the students are
possible to learn through visual by 75%, audio by 13%,
and the others are 12%.Since Lectora Inspire is an audio-
visual media, it can help the learners in learning materials
well. So, they expected that the students in the class will
be glad if their teachers use it as teaching media since it
is interesting and can make them more motivated in
learning subjects.
 Lectora Inspire as Media in Delivering TEFL Materials for English Department of UNISKA
CONCLUSIONS AND SUGGESTION
Conclusions
From the analysis on the previous chapter, it can
be concluded that Lectora Inspire is a good media that
can be used in TEFL class A to present TEFL materials.
Both of the lecturer and the students are experienced with
Lectora Inspire so most of them feel it is easy to operate
Lectora Inspire despite its big size that can make the
computer or laptop run slow or could be blank. They
were creative enough to use some features of Lectora
Inspire such as pictures or diagram and charts.
Unfortunately, the lecturer can’t show videos because of
the time limitation. But, he is welcome to give the video
about some topics to the students. Besides, the students
felt used to operate Lectora Inspire as presentation media,
so they stated that the media is helpful to deliver the
topics that they presented. As the audience, some
students admitted that they understand the materials
easily through the slides of Lectora Inspire.
Finally, the lecturer and the students responded
Lectora Inspire as teaching and learning media in positive
way. They even stated that Lectora Inspire can be used in
the other subjects, not only English. Besides, the features
of Lectora Inspire can attract the students’ attention and
make them more motivated in learning the subject.
Suggestions
From the analysis on the previous chapter and
conclusion above, there is a suggestion for the lecturer.
The lecturer shall try to figure out more features and use
them in order to make interesting slides. Besides, the
lecturer can use the media on the other subjects to arouse
students’ motivation in learning English.
Suggestion for the students as presenter or
audience are to design the slides more interesting by
giving more visualization. Besides, pay attention to the
font color and background color to make the audience
easy when reading the explanation on the slides.
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