Assalamualaikum and hai! This is my last task for this subject, which is creating an ESL website. For this task , I used Weebly to create the website. Please click on the link below to view my website. Thank you :)
Englishnotinggeris.weebly.com
Friday, 19 June 2015
Friday, 15 May 2015
Web Based Lesson Plan
MASTER CHEF JUNIOR
____________________________________________________________________________
FORM: Two
LEVEL: Intermediate
TIME: 70 minutes
AIMS:
1. To find specific information on the websites.
2. To practice process writing using sequence connectors associated with recipes.
LANGUAGE FOCUS:
Writing - process writing
TECHNICAL REQUIREMENTS:
A computer per group of 2-3 students with an Internet connection, and a Web Browser.
Website: www.youtube.com/watch?v=VFvHVdy9-uM, www.spatulatta.com, studentrecipes.com
PREPARATION:
1. Locate sites associated with food and recipes.
2. Using the information on the sites, prepare the worksheets.
PROCEDURE:
Set induction (5minutes)
1. Teacher greets the students.
2. Teacher starts the lesson by asking the students about their favourite food and if they have ever tried making the food themselves by following its recipe.
3. Teacher introduces the topic of the day: Process Writing.
Development (60 minutes)
Activity 1
1. Teacher explains to the students about process writing and the sequence connectors that can be used in process writing (first, second, next, then, and finally), and write them on the white board.
2. Teacher then shows the students a video on the process of making nutella ice cream.
3. Based on the video, teacher asks the students to complete worksheet 1. The answers can be found from the video.
4. After they are done with Activity 1, teacher checks the answers together with the students.
Activity 2
1. For the following activity, students are required to form groups consist of 2-3 students per group.
2. Each group will be using one computer each. Teacher asks the students to open the browser and go to the suggested websites. Then, browse through the recipes that can be found in the websites.
3. They will now pick any recipe that they like and would like to try. They can improvise the recipe and make a new one using their own creativity.
4. To make it easy for the students, the recipe must be in only five simple steps.
5. They need to write the recipe in worksheet 2 that is given by the teacher. They are given 15 minutes to create their own recipe.
6. When they are done with the task, teacher asks each group to present their recipes in front of the classroom.
Conclusion (5minutes)
1. Teacher summarizes the lesson to the students.
2. Teacher assigns the students with a follow-up activity.
Follow-up activity
Students are asked to write an essay on the recipe that they have created in their exercise book. In order to make the essay more interesting, students have to write a story of how the recipe is created.
Thursday, 14 May 2015
Poem
As I look to the sky I can clearly see
The glorious sun beaming down on me
The clouds go from thick to a whispy thin
To miss such a view is a terrible sin
As I look around this spectacular place I feel a smile take over my face
The fields of lush green grass are dotted
With beautiful wild flowers the bees have spotted
Busily flying from flower to flower
Pollinating before a shower
The distinctive red of a poppy field
To a tarmac strip they have to yield
The man-made pathway cuts through nature's canvas
Taking us to far flung places around us
To a built up concrete industrial machine
Where places like this are rarely seen
So whenever you visit the countryside
Take a few moments to put aside
So you will remember what you have seen
Before you return to the not so green.
The glorious sun beaming down on me
The clouds go from thick to a whispy thin
To miss such a view is a terrible sin
As I look around this spectacular place I feel a smile take over my face
The fields of lush green grass are dotted
With beautiful wild flowers the bees have spotted
Busily flying from flower to flower
Pollinating before a shower
The distinctive red of a poppy field
To a tarmac strip they have to yield
The man-made pathway cuts through nature's canvas
Taking us to far flung places around us
To a built up concrete industrial machine
Where places like this are rarely seen
So whenever you visit the countryside
Take a few moments to put aside
So you will remember what you have seen
Before you return to the not so green.
Friday, 10 April 2015
Task 2: Article Review
Assalamualaikum ;) Today I'll be reviewing a research article on the use of technology in second or foreign language teaching and learning. The article is as follow:
Therefore, this study aims to identify the skills needed specifically for teaching in 3D VWs, or 3D-specific skills, to observe how these skills are developed, and to find an effective method of teacher taining that facilitates the skill-acquisition process and makes it more meaningful and rewarding. This study uses Compton's (2009) framework as a general guideline to study the knowledge and skills needed for teaching in 3D VWs.
It was an international joint project by the Language Institute from one of the Canadian colleges and the English Language School of a university in Turkey. Six teacher trainees aged between 31 to 53 years old volunteered as participants in the study. They were pursuing graduate certificates in Teaching English as a Second Language/Foreign Language (TESL/FL) in the college administering the project in Canada. They were enrolled in a course on Educational Technology in Second/Foreign Language Teaching taught by the first author. Six females and two male students, aged 18 years old were in upper-intermediate English courses in the English language School in Turkey. The trainee teachers used pseudonyms instead of their real names when logging in the environment. All female teachers who were English native speakers logged in as Gerri, Simone, Diane, Lynn, and Joan. The male teacher, who was a native speaker of Korean and a near-native speaker of English logged in as Jack. All of the teachers except Jack have completed their teaching practicum by the time the project started.
Two virtual worlds, Algonquin College Campus and Tipontia Island were used as learning environments. They were created on a cloud-based platform AvayaLive Engage that has real-time collaboration and web-conferencing tools. Algonquin College Campus imitates the real-life campus. whereby it has a study hall, office buildings, and amphitheaters. Tipontia Island has a territory with mountains, trees, lake, river with waterfalls, and several landmarks. Participants logged in to the VWa as personalized avatars and they were able to do what humans do and imitate human gestures. They could also interact via audio and text-based chat and share web-cam video.
February 2015, Volume 19, Number 1
pp. 83-101
ESL TEACHER TRAINING IN 3D VIRTUAL WORLDS
Iryna Kazlova, Carleton University
Dmitri Priven, Algonquin College
Dr. Iryna Kozlova is a part-time instructor at Carleton University, Canada. Some of her research interests include language learning pedagogy and teacher training in synchronous multimodal web-conferencing environments. She has extensive experience in designing and teaching online language courses and courses in applied linguistics.
Dmitri Priven teaches in and coordinates the Teachers of English as a Second/Foreign Language program at Algonquin College in Ottawa, Canada. His research interests include the use of technology in ESL/EFL teacher training, as well as first language attrition and minority language education.
Language learning in 3D Virtual Worlds (VWs) has become a focus in teaching nowadays as the modern technologies are becoming more advanced and powerful. As stated by Kozlova, I & Priven, D. (2015) in their article, 3D VWs are defined as "persistent virtual environments in which people experience others as being there with them and where they interact with them” (Schroeder, 2008, p. 2). 3D VWs are useful as they can be used via communication, give users a simulation of real-life experiences, and is different from the normal face-to-face classroom and web-conferencing learning experience.
Therefore, this study aims to identify the skills needed specifically for teaching in 3D VWs, or 3D-specific skills, to observe how these skills are developed, and to find an effective method of teacher taining that facilitates the skill-acquisition process and makes it more meaningful and rewarding. This study uses Compton's (2009) framework as a general guideline to study the knowledge and skills needed for teaching in 3D VWs.
It was an international joint project by the Language Institute from one of the Canadian colleges and the English Language School of a university in Turkey. Six teacher trainees aged between 31 to 53 years old volunteered as participants in the study. They were pursuing graduate certificates in Teaching English as a Second Language/Foreign Language (TESL/FL) in the college administering the project in Canada. They were enrolled in a course on Educational Technology in Second/Foreign Language Teaching taught by the first author. Six females and two male students, aged 18 years old were in upper-intermediate English courses in the English language School in Turkey. The trainee teachers used pseudonyms instead of their real names when logging in the environment. All female teachers who were English native speakers logged in as Gerri, Simone, Diane, Lynn, and Joan. The male teacher, who was a native speaker of Korean and a near-native speaker of English logged in as Jack. All of the teachers except Jack have completed their teaching practicum by the time the project started.
Two virtual worlds, Algonquin College Campus and Tipontia Island were used as learning environments. They were created on a cloud-based platform AvayaLive Engage that has real-time collaboration and web-conferencing tools. Algonquin College Campus imitates the real-life campus. whereby it has a study hall, office buildings, and amphitheaters. Tipontia Island has a territory with mountains, trees, lake, river with waterfalls, and several landmarks. Participants logged in to the VWa as personalized avatars and they were able to do what humans do and imitate human gestures. They could also interact via audio and text-based chat and share web-cam video.
The teacher training were divided into two stages: a four-week pre-teaching stage and six-week teaching stage. During the pre-teaching stage, teacher trainees explored the 3D VWs, their locations and tools; developed language-learning tasks, and tested the tasks with peers and instructors. Written feedback were provided on Blackboard wikis. Task-based approach to language teaching was chosen as the theoretical background for the language instruction in 3D VWs. During teaching stage, teacher trainees were involved in task implementation, teaching observation, post-teaching feedback sessions, and reflections on teaching.
As a result, in pre-teaching stage, five integrated skill were emerged from the data. For the first skill, framing the task, they chose a task topic, an environment, task type, micro tasks and tools to mediate language production. Next, in providing input to learners, the teachers used oral input (role play) whereby they acted as the informants to the students. The other skills were managing student's collaboration, giving instructions, and providing feedback to students. Designing collaborative tasks and managing students' collaboration was the integrated skill. 3D VWs are collaborative environments so communication tools like public whiteboards and Power Point slides were used. Instructions were given in detailed script and teachers tried to give feedback to students without interfering their interaction while collaborating on their task. During teaching stage, teacher trainees wrote journal entries on their teaching experience after each teaching session. They wrote about what happened, challenges they faced during the tutoring sessions, and suggestions for improvement for teacher trainees who taught the following weeks. However, teachers faced some challenges and these challenges were highlighted in this stage. The difficulties include the skill of managing students' collaboration, skill of providing input, skill of giving instructions, and skill of providing feedback to students. Although during the pre-teaching stage they were able to develop skills that allowed them to get students engaged in collaborative learning, during the first two weeks of teaching they encountered these previously unidentified challenges.
For me, this is an interesting study because the implementation of 3D VWs in language learning is different from the normal language learning in class. Students get to interact with one another in the virtual world while learning the language. What interest me the most is that the use of the virtual worlds, Algonquin College Campus and Tipontia Island which imitate the real life situation. Students get to create their own avatars and these avatars can emulate what human beings do. This pretty much reminds me of the game "The Sims" and I can imagine the fun both trainee teachers and students have while conducting this study. Of course it is conducted with the focus of learning the English language. From the findings, it can be seen that certain teachers were good with 3D VWs. They managed to lead the group at the beginning of the task development. They made use of the learning environments as their learning tools and posted feedback in wiki page where other teachers adapted their teaching skills according to their suitability. Students were given the opportunities to use language when collaborating with the task.
However, there are some challenges faced by the trainee teachers and students in using the 3D VWs because they do not have any teaching and learning in 3D VWs before. Since 3D VWs are complex systems that require understanding of how the environment and its tools are used for realization of pedagogical goals, it is somehow difficult and time consuming for novice teachers to explore the environment and learn how to teach in such environment on their own. The students who are native speakers of Turkish are also not accustomed to using the target language while working on the task as they find it strange to speak English with their own native people. Future research can be conducted to teachers who have experienced in teaching using the 3D VWs instead of trainee teachers and ensuring that they have adequate knowledge on 3D VWs and how to implement this in their teaching, so that they can guide their students later on.
Using technology in language learning is not strange these days. Even in Malaysia, schools and universities have incorporated the use of technology in teaching and learning. Schools are equipped with computer labs and even projectors in classroom. In universities, there is blended learning where students get to learn in class and also in virtual world as what we have in our university which is iLearn. Situated learning promotes social interaction and collaboration is an essential component in situated learning - learners become actively participated and engaged in the activities. With the advancement of modern technologies, 3D VWs are one of the tools that can be used in Malaysia and similar research can be adapted in Malaysian context since English is our second language and it would be great to see whether using 3D VWs in English second language (ESL) learning will produce the same result if it is conducted in our country.
For me, this is an interesting study because the implementation of 3D VWs in language learning is different from the normal language learning in class. Students get to interact with one another in the virtual world while learning the language. What interest me the most is that the use of the virtual worlds, Algonquin College Campus and Tipontia Island which imitate the real life situation. Students get to create their own avatars and these avatars can emulate what human beings do. This pretty much reminds me of the game "The Sims" and I can imagine the fun both trainee teachers and students have while conducting this study. Of course it is conducted with the focus of learning the English language. From the findings, it can be seen that certain teachers were good with 3D VWs. They managed to lead the group at the beginning of the task development. They made use of the learning environments as their learning tools and posted feedback in wiki page where other teachers adapted their teaching skills according to their suitability. Students were given the opportunities to use language when collaborating with the task.
However, there are some challenges faced by the trainee teachers and students in using the 3D VWs because they do not have any teaching and learning in 3D VWs before. Since 3D VWs are complex systems that require understanding of how the environment and its tools are used for realization of pedagogical goals, it is somehow difficult and time consuming for novice teachers to explore the environment and learn how to teach in such environment on their own. The students who are native speakers of Turkish are also not accustomed to using the target language while working on the task as they find it strange to speak English with their own native people. Future research can be conducted to teachers who have experienced in teaching using the 3D VWs instead of trainee teachers and ensuring that they have adequate knowledge on 3D VWs and how to implement this in their teaching, so that they can guide their students later on.
Using technology in language learning is not strange these days. Even in Malaysia, schools and universities have incorporated the use of technology in teaching and learning. Schools are equipped with computer labs and even projectors in classroom. In universities, there is blended learning where students get to learn in class and also in virtual world as what we have in our university which is iLearn. Situated learning promotes social interaction and collaboration is an essential component in situated learning - learners become actively participated and engaged in the activities. With the advancement of modern technologies, 3D VWs are one of the tools that can be used in Malaysia and similar research can be adapted in Malaysian context since English is our second language and it would be great to see whether using 3D VWs in English second language (ESL) learning will produce the same result if it is conducted in our country.
APA Citation: Kozlova, I., & Priven, D. (2015). ESL teacher training in 3D virtual worlds. Language Learning & Technology, 19(1), 83–101. Retrieved from http://llt.msu.edu/issues/february2015/kozlovapriven.pdf
Friday, 20 March 2015
ESL Website Evaluation
This page was created by Ola Zur, who has been teaching and learning English for quite some years. The purpose of this site is to make the English language as easy and as simple as possible for everyone, regardless of your proficiency level as a student, and if you are an English teacher. That's right, this site can be used for both students and teachers!
1. You can get everything in this site, since all of the English components are put under one site. Going through the site, one can find various materials related to the topic one wishes to explore. For learners, there are vocabulary, grammar, pronunciation & speaking, writing, reading; you name it! Each section is further divided to smaller components so that it is easier for the user to immediately go to the chosen topic. There are also videos & tips that you can watch, and products that you can download. As for the teachers, there is a special column called Teaching Center, where it provides tips and advice you need that will surely help you to teach your students.
One advantage of this site is that it does not only teach, but also test the learner's understanding through the exercises provided after each of the lesson. Users can choose to try any, or even better, all of the activities in the site. The exercises come in various forms, like multiple choice questions (MCQs), open-ended questions, gap-fill exercises, and many more. Because this site aims to ensure that any learner is capable of answering the exercises provided, the questions are doable regardless of the learner's level of proficiency. So, worry not! Whether you are a beginner, intermediate or an advanced student, the exercises are surely worth for you to try! Also, immediate feedback is given after you have completed your activity, so that is really a bonus! Users get to know their scores which act as an indicator whether they have done well or not. High scores mean you understand the lesson given and if you don't understand any of the question, you can simply ask for hints. But, your marks will be deducted for every hint that you ask.
For instance, look at this Grammar exercise on Simple Past Tense;
 |
| A 100% mark is given if learner gets all of the answers correct. |
 |
| When you click 'hint', the initial of the word (answer) will be given. |
 |
| Marks will be deducted for every incorrect answer or hint that you ask. |
2. To browse this site is just a click away. Learners can simply browse through different sections using the navigation bar on the left side of the page. Or, they can use the search box at the top of the page to find what they are looking for. Exploring a new website might be a hassle for some people. If you are a first-timer and don't know where to start, you can take a guided tour on this site. There is a brief explanation on what the site offers you for each of the lessons, and this will help you to use the site later. Just choose a sub-topic that learners want to learn by clicking any column under the topic. It is better if learners have planned what they want to revise so they can simply start clicking rather than wasting time trying to figure out what topic they would like to cover. One more thing, users have full excess on this site since it is free! They don't have to pay for membership or buy its contents - they are definitely free of charge. So, they can download and use the exercises anytime they want. If teachers or learners wish to purchase the e-books available in the site for further understanding, they can get them at a discounted price if they buy the entire series together.
When you have selected a section that you want to learn, for example reading, first and foremost, you will be asked to choose a topic of your interest. Just click at the topic and you will start by watching a short video regarding the topic. This is an interesting way to get learners to know the topic before reading the article!
Next, spend a few minutes of your time to read the article. The video shown before definitely gives learners some idea about what the topic is all about!
Finally, complete the exercise given. Just follow the steps. It's that simple!
3. As I go through the website, it does remind me of what I did in class back then during school years. The activities here are like quizzes, because whenever you do the exercises you will get immediate feedback - your scores, response and answers; and whether you did good or not. But, unlike the quizzes in class, the activities here are in the form of interactive learning. Learners will become very engaged in the activities while they are trying to solve the exercises given. Another thing is, whenever there are quizzes in class students will be very excited to start the activities because they are having fun trying to answer the questions asked by the teacher and to score high marks. In this case, learners are answering the questions asked by the site and the more correct answers you get, the higher your scores will be. Furthermore, when I was a kid, I'm used to playing online games, because I find it more interesting and engaging; I can spend hours on it!
4. It is undeniable that this site presents learners with something that cannot be done in a textbook. The list of activities here are organized according to a particular topic, and you can do it over and over again. This site sure knows how to get learners to have fun with learning the language, and by fun, just look at the educational tools it uses - videos, flash cards. Even I myself spent hours at the site doing the activities because I was eager to try them - I keep coming back for more especially the videos! Of course, you can never get any of these in the book. It is definitely a bonus point to have a clear and simple explanation before you start the activity.
I find it very good that this site actually guides you throughout your learning process. You don't have to worry if you are not that good in a particular topic or if you have very little knowledge about it, this site will give you the explanation and enough examples before you start doing the exercises. It will make sure that you truly understand the topic because the most important thing is that you can understand the language and later apply what you have learned.
5. Learning through website is absolutely different from learning in school. The experience that you get - the 'feel' is not the same. When you are learning through the website, you are in the virtual world as you only have your computer in front of you and you are immersed in your own world. From my perspective, the theory of language learning that can be associated from the use of this website is the Constructivism Theory.
Constructivism - the term refers to the idea that learners construct the knowledge for themselves. Constructing means learning; as learners are using the website, they are actually learning the language by themselves. Learners are responsible of their own learning - they choose what they want to learn, click the button and the learning process begins. Learning using a website is an active process since learners use the sensory input, knowledge that they get from the site and construct meaning from it. It is a process that requires learners' active participation. It is a unique process and it differs from one individual to one another.
6. Really Learn English is indeed a good site for language learning. There are many tips given - to the students, and also teachers, about so many topics. Not to forget, this site also provides useful articles for further reading and additional information to its users. This site has successfully made language learning more interesting, fun, and engaging! Besides the activities, learners can keep in touch with this site via other medium. If you have any question about this site, you can just leave an email or read the Q&As usually asked to this site. You can also read other English blogs that have connection with this site like Size Bite English. All in all, this site has pretty much everything you need. You can learn different topics in just one site since it does not focus on one component only. Pronunciation, speaking, reading materials - everything is here.
7. Yes, I will definitely use this application in the future. I really love this site mainly because it is user- friendly. It provides excellent activities that I can use in my classroom later when I become a teacher. I like how this site incorporates the use of technology because it is something different than the conventional way of learning using the textbook. It has an awesome interface - simple but packed with information and everything is well-organized; users will have no problem searching for the content and of course, what I love the most is because this site does not restrict to one component only and last but not least, it works for both teachers and students. I'm sure that my future students will fall in love with this site as much as I do, and you will never know if you don't try it!
Sunday, 8 March 2015
In-Class Task 1
1. Assalamualaikum and hai! My name is Syamimi binti Saiful Anwar. You can call me Mimi. I'm from Bandar Baru Bangi, Selangor. My previous school was MRSM Kuala Kubu Bharu. I have four siblings, and I'm the second child in my family. I love to watch movies and listen to music.
2. I think I can rate myself as a computer savvy. I do know the basic computer skills like how to use the Microsoft (word, powerpoint, excel, publisher, etc) to do work and also the tips and tricks, and using the Internet (search engines) to help me find everything I need. I'm able to use whatever that are installed in my laptop so I think no problem with it.
3. Microsoft Office, IBM SPSS, Antivirus, i-Tunes, computer drivers, OS, internet browser, media players (windows, VLC, KMPlayer, GOM), windows movie maker, Adobe, Dropbox, CD, DVD, hard disk, cpu, etc.
4. I have experienced learning via the computer using i-Learn in student portal (online learning). We need to post any topic regarding the subject in the class group. From there, we get to interact with each other and give our own opinion. It's a good way of learning because even though we cannot see each other face to face, we can still discuss and learn. Another benefit of online learning is that we can always refer back all of the posts there.
5. Unfortunately I did not get the chance to use technology in my lessons during the teaching practicum since the classroom has no projector or computer. In order to do so I will have to take my students to Bilik APD which is far from the class and that will take me some time because my school is quite big. Time constraint was one of the reasons I did not get to incorporate the use of technology in my classroom.
6. In my opinion the use of computer/technology in language teaching is important since nowadays we live in the world where everything uses technology. Students nowadays spend more time using the technology and you can just search for anything in the Internet. Everything you want to know is at the end of your fingertip. Also, it will save you a lot of time and make your life easier.
7. My expectations from this course are that I will be able to learn more about the use of technological aids and later use the knowledge to help me in my teaching and make learning more interactive and interesting. I really hope when I get to be an educator later on, I am able to apply what I have learned in my teaching so that my students will enjoy the lesson.
8. The topic chosen for my Academic Exercise (AE) is Teaching English as a Second Language (TESL) Trainee Teacher's Motivational Strategies in English Second Language (ESL) Classroom. My supervisor is Puan Melissa Malik. The reason why I choose this topic is mainly because we have just finished our practicum and I really would like to know how my friends motive their students to learn, to enjoy learning the language, and the motivational strategies that they used in their classroom. I have already started doing my AE during our break until now, and alhamdulillah so far everything is going well as what I have planned. I plan to constantly do my AE so that I can get my work done before we sit for our finals and I do hope that I can graduate on time. InsyaAllah.
2. I think I can rate myself as a computer savvy. I do know the basic computer skills like how to use the Microsoft (word, powerpoint, excel, publisher, etc) to do work and also the tips and tricks, and using the Internet (search engines) to help me find everything I need. I'm able to use whatever that are installed in my laptop so I think no problem with it.
3. Microsoft Office, IBM SPSS, Antivirus, i-Tunes, computer drivers, OS, internet browser, media players (windows, VLC, KMPlayer, GOM), windows movie maker, Adobe, Dropbox, CD, DVD, hard disk, cpu, etc.
4. I have experienced learning via the computer using i-Learn in student portal (online learning). We need to post any topic regarding the subject in the class group. From there, we get to interact with each other and give our own opinion. It's a good way of learning because even though we cannot see each other face to face, we can still discuss and learn. Another benefit of online learning is that we can always refer back all of the posts there.
5. Unfortunately I did not get the chance to use technology in my lessons during the teaching practicum since the classroom has no projector or computer. In order to do so I will have to take my students to Bilik APD which is far from the class and that will take me some time because my school is quite big. Time constraint was one of the reasons I did not get to incorporate the use of technology in my classroom.
6. In my opinion the use of computer/technology in language teaching is important since nowadays we live in the world where everything uses technology. Students nowadays spend more time using the technology and you can just search for anything in the Internet. Everything you want to know is at the end of your fingertip. Also, it will save you a lot of time and make your life easier.
7. My expectations from this course are that I will be able to learn more about the use of technological aids and later use the knowledge to help me in my teaching and make learning more interactive and interesting. I really hope when I get to be an educator later on, I am able to apply what I have learned in my teaching so that my students will enjoy the lesson.
8. The topic chosen for my Academic Exercise (AE) is Teaching English as a Second Language (TESL) Trainee Teacher's Motivational Strategies in English Second Language (ESL) Classroom. My supervisor is Puan Melissa Malik. The reason why I choose this topic is mainly because we have just finished our practicum and I really would like to know how my friends motive their students to learn, to enjoy learning the language, and the motivational strategies that they used in their classroom. I have already started doing my AE during our break until now, and alhamdulillah so far everything is going well as what I have planned. I plan to constantly do my AE so that I can get my work done before we sit for our finals and I do hope that I can graduate on time. InsyaAllah.
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