Different learners have different style of learning. Therefore, the process in incorporating or embedding learning theories/ approach into the lesson is very crucial. According to Lightbown and Spada, theories can give primary importance to the learners’ innate characteristics. By adopting Language Games into language learning is not only fun but at the same time, it promote self- motivation and comprehensive content. Multiple Intelligences in Gardner's Theory argued that “reason, intelligence, logic, knowledge are not synonymous…” Primary elements of different types of learning are found in particular areas of the brain where corresponding transformations have occurred. Thus, various types of learning result in synaptic connections in different areas of the brain. In his Theory of Multiple Intelligences, he expanded the concept of intelligence to also include such areas as special relations, music, and interpersonal knowledge in addition to mathematical and linguistic ability. Every child is born possessing the seven intelligences and this means each child will have his own unique set of intellectual strengths and weaknesses. Students will come into the classroom with different sets of developed intelligences. Therefore, these sets determine how easy (or difficult) it is for a student to learn information when it is presented in a particular manner, which is commonly referred to as a learning style. Therefore, it is impractical, as well as impossible, for a teacher to accommodate every lesson to all of the learning styles found within the classroom because different learners have different capability and style of learning. However, the teacher can show the students on how to used theirs more developed intelligences in order to understand of a subject which is normally employs their weaker intelligences. Through my game entitled ‘Okapi’, students were given the opportunity in developing Spatial Intelligence. They were given a task, which gave them the opportunity to manipulate and create mental images based on the description of the picture step by step using the plastercine. Not only that, it also involved Linguistic Intelligence (involves having a mastery of language) whereby this intelligence includes the ability to effectively manipulate language to express oneself.
At the same time, the game: ‘okapi’ also involved the group learning approach. The approaches that are related to group work in the language classroom can be identifying as: student team learning (Slavin, 1996), cooperative learning (Johnson & Johnson, 1992), group investigation (Sharan & Sharan, 1992), and collaborative learning (Barnes et al., 1986). The differences within the approaches may be in certain aspects of instructional design and learning. For example: group structure and teacher role. Below are some principles that are common to any group learning approach, which have been implemented into the game: (1) Small-group learning takes place in groups of between 3-5 students. (2) A group-learning task is designed based on shared learning goals and outcomes. (3) Individual accountability, role fulfillment, and task commitment are expected of students. (4) Cooperative behavior involves trust-building activities, joint planning, and an understanding of team support conduct and, (5) positive interdependence is developed through setting mutual goals. The game: ‘Okapi’ can be an interesting lesson to be taught to the young learners, as well as young adult learners. It is fun and yet challenging. At the same time, it involved fully participant from each and every members within the group in order to make the activity successful.