ASSIGNMENT ON LITERATURE REVIEW
By: Sharifah Bt Md Hashim
780823 – 04 – 5200
AP 980399
4 SPL

Language games offer an enjoyable informal learning atmosphere that banishes boredom and promotes motivation to learn (Lee, 1979 & McCallum, 1980). As we know, learning a language is something very boring compares to learning some calculation subject. From this problem, many researches have made to make sure the learning is fun and not make the students been forced to learn it. So, language games are the solutions for the problem.
For Game 1, we have implemented the activity by asked them to categorize between Countable and Uncountable Noun. The class is divided into two groups. A bag with some roles of Countable and Uncountable Noun will be thrown as the music start. When the music stop, the person who hold the bag in 20 seconds ran to the check point and answered the question by took a role from the bag. The answer is based on Countable or Uncountable Noun. And in another 15 seconds, the other members in group listed as many as they could the noun based on the category that their checkpoint’s friend’s answer.
In this assignment, I use the Multiple Intelligence as a tool for the activity implemented in Game 1. Multiple Intelligence is shifted from Science to Education (Gardner, 1993). Although the students have different kinds of minds (as in different level), we taught them the same stuff in the same way and assess them in the same way. It means all of the students got the same game, which was the same questions, and both groups have been assessed from the individual’s and group members’ answers.
According to Gardner(1993), he identifies different kinds of intelligence by the students. He looked this matter at the classroom where teachers can identify strengths among these intelligences. So, teachers can accommodate different students more successfully according to their orientation to learning.
So, there are 9 intelligences identified and there will have others on time to time. From these 9 intelligences, teachers can address in students’ classrooms. There are Visual/Spatial, Verbal/Linguistic, Mathematical/Logical, Bodily/Kinesthetic, Musical/Rhythmic, Intrapersonal, Interpersonal, Naturalist and Existentialist.
In my game, I used the Bodily/Kinesthetic where my students can get the experience learning best through activity, by throwing the bag from one group to another group. And for sure they learn the language actively. They laughed and with excitedly struggle played to win the game for their group.
Then, I used Musical/Rhythmic while the game progressed. This intelligence let the students learn well through songs, patterns, rhythms, instruments and musical expression. This can made the students more enjoyed and rushed to get the turn, so they can answered the question and got mark for it.
Besides that, Interpersonal intelligence also be used where the students learned with people oriented and outgoing, and do their learning cooperatively in groups. We can saw it from the when they have the team spirit to win for their group and aimed to achieve good marks to be the winner. This is suit the features of Interpersonal where the students been identified as ‘talkative’ or ‘too concerned about being social’.
The conclusion is my game is focused more to Multiple Intelligence in the way to teach the subject. So, students have enhanced the language learning by answering the questions and team’s spirit also has been achieved in order to win the game. They also can learn about the topic of Countable and Uncountable in the fun way.

1. Gardner, H (1993a). Multiple Intelligences: The Theory in Practice. NY: Basic Books.
2. McCallum, G. P. 1980. 101 Word Game. New York: Oxford University Press.