Marsha Tan Sue Mien
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LITERATURE REVIEW - LEARNING THEORIES BEHIND 'ALIEN JUMBLE'

Language learning doesn't need to be dull and boring. It can be made interesting and fun when it stirs up the student's excitement and interest. In this area, many points need to be pondered upon. As different learners have different skills and abilities in different areas of the language, the game that is played must be designed in such a way that everyone may join in and contribute in different areas of the game.
In Alien Jumble, an outlet for the creative use of the natural language is provided. In addition to that, they are playing the game in a non-stress situation. This is because, although the teacher is actually facilitating the game, the students are free to form any word that they know. Of course, for diffferent levels of English we would have to have tougher words, such as in an advanced Standard 6 class, forming the word 'cup' would be too easy for them. As Alien Jumble is a flexible game, adjustments can be made anytime during the process of the game whether before of after or even during the game.
Alien Jumble is a collaboration of co-operation and speed. Collaborative learning is seen as the class is divided into 2 groups. The groups have to work together to put together the jumbled up alphabets to form a word. Besides that, they would have to discuss about the sentence that has to be made after they had formed the word. We can also see a collaboration of multiple skills and tasks in the four 'aliens' that wear the alphabets. Since they cannot see their own alphabets, they only have each other to rely on and also their team members. This way, the 'aliens' have to co-operate not only among themselves but also with the group members who are shouting out directions to them.
Multiple intelligence is the theory that learning and teaching focuses on the particular intelligence of each person. As there are many things to do at once in the allocated time, the students would have to think and act at once. Different learners have different areas of the language in which they are good at. For example, someone might have better knowledge at music if the clue was 'musical instrument'. In this way, he or she could help guide the team to the right path of guessing. While doing that, the others can guide the 'aliens' with the knowledge and clues that they have. After that, another student might be able to come up with the best sentence. As culture emphasizes particular intelligences, we can expect to see various intelligences here in Malaysia as we have a combination of different races, religion and culture.
Experiential learning involves personal involvement, self-initiating, evaluated by learner and pervasive effects on learner. In 'Alien Jumble' we can see all the four qualities mentioned. Each and every student is personally involved in the game and are self-initiated to complete the word, generate a sentence and then win the round. If adjustments are made, we can ask the other groups to evaluate the opposing group and this may further lead to a class discussion should either groups voice dissatisfaction. In 'Alien Jumble' too, the students participate completely in the learning process. They can also control the nature of it and the direction of it. This is because the game is designed to suit each and everyone of them, to fit their interest and ability. This is because significant learning happens when the personal interests of the students are taken into concern.
As a conclusion, based on the explanation, Alien Jumble is a comprehensive and enjoyable game for students of all ages and levels. This game can be brought from the classroom to the home to have a good time among parents and siblings. It is flexible and can be adjusted to suit or meet the needs of the students. With adjustments depending on the level of the students, it can definitely succeed as a fun yet beneficial language game.