NURZARIMAH BTE JAMIL.
AP 980424
801222-01-5460
4 SPL
LITERATURE REVIEW.

‘Word Scavenger Hunt’ (WSH) is a game designed by Farhana and I. This game was first conducted during a Language Games class as a requirement for our first assignment. WSH is actually a vocabulary game for upper primary school students. Meaning it is suitable for the beginner level of standard 4, 5 and 6 students.
Like most of the language games, WSH also played in groups. Each group is provided with a selected alphabets to hold by the group members and the themes are given to them. Teacher will call out the chosen alphabets and the students have to guess any words that begin with the alphabets. The words should based on the theme given. Students are given 1 minute for each round to come out with the word lists. Different alphabets and different themes will be called out after each round.
For example, the teacher call out the alphabets of C, P and A. the theme given is FRUIT and VEGETABLE. The students have to come out with a word list of the theme begin with those alphabets such as Carrot, Coconut, Papaya, Apple etc. they are given 1 minute before the next round. The group with the longest word lists without any spelling errors is the winner. And this is how the game, WSH goes.
If we bring our mind deeper towards the game, we might think of the significance and the relationship of WSH with any theories. The main theory that come across the mind is Multiple Intelligence (MI) theory which is very parallel with language games. MI is introduced by Howard Gardner, a professor at Harvard University in 1983. MI theory has been used in recent years to facilitate the identification and instruction of gifted and talented children.
There are seven different domains in MI theory. The very first domain that can be found in WSH is Linguistic Intelligence where the teacher gives instruction and tell the rules of the game to the students. This is to see the students’ ability in understanding the orally instruction given by the teachers.
Since the students are require to think of any words that begin with the chosen alphabets and the given themes, they are actually using their Logical-Mathematical Intelligence. This activity needs them to think critically and recall any words associated that have been learned by them. This is kind of experience learning because the students have to think back the learning process they have been through to come out with the words.
Interpersonal Intelligence is also one of the MI domains finds in WSH. This is a cooperative learning where the students have to work in groups. By using this kind of learning, the students can learn to build a team spirit and eager to work out with the game. The cooperation occurred among them is very crucial to create an excitement to be a winner of the game. This is also known as cooperative learning. The challenge is to provide for individual accountability while utilizing all of these group activities. Interpersonal smart students need to interact with others to be more successful at processing their information (Gardner, 1987).
These are 3 main MI domains that can be found in WSH. The other MI domains that have not been mentioned are Spatial Intelligence, Bodily Kinesthetic Intelligence, Musical Intelligence and Intrapersonal Intelligence. Those are use non literally in WSH.
Gardner (1983) and Ramos-Ford and Gardner (1991) suggested that these intelligences are autonomous but that they are also interactive. In general, students have relative strengths and weaknesses across the intelligences, which has implications for the gifted and talented students. That is, students will differ as to the areas they are considered to be gifted or talented. It is believed more talented and gifted children would be identified in this way.
As has been stated before, this game is a language game. It is to help in improving the students English vocabulary and to increase the English level among the students. These statements are seconded by a research done by Finocchiaro (1982) and Ngeow (1998). The research shows that factors such as a learning situation that has a low affective filter (Krashen, 1987) whereby the students learn to use the language in a non- threatening and fun environment. Otherwise, students will feel uncomfortable and insecure which will further induce a ‘psychological barrier’ to communication and learning (Littlewood,1995). This is a Krashen theory of i + 1.
It should be pointed out here that there are many more theories that can be related with WSH game, but these are some of them. However, what should be counted here is the approach of the game towards the students learning. In education field, games have become one of the method of language learning which they label as ‘Edutainment’.
In conclusion, as stated by Krechevsky and Seidel (1998: 38):
“From the first day of school, students bring working minds to class. The educator’s job is to create the best possible working environment for those mind. Let us creative enough to stimulate these wonderful minds”

- The lesson plan of Word Scevenger Hunt is provided.(refer to Appendix 1)


















Appendix 1.
Lesson Plan
Subject: English

Standard: 5 Seroja Attendance : 45
Date : 03 Jan 2002 Time : 2.00- 3.20 p.m.
Topic : Animal Farm Venue : 5 Seroja

Objective
By the end of the lesson, students should be able to:
1. list down animal found on the farm in written form and orally.
2. underline all the animal found in the reading passage.
3. answer all the comprehension questions correctly.

Teaching Aids
1. Handout 1: pictures of a few animals farm.
2. Handout 2: a passage on ' Life on A Farm'
3. Handout 3: containing the instruction and rules of the game.
4. Mahjong paper
5. Manila card 1: pictures of cow, chicken, and goat.
6. Manila card 2: alphabet
7. Marker

Prior Knowledge
Students have already learnt about animal in general lower primary level.

Content
1. Animal found on the farm are like:
w Cow
w Goat
w Sheep
w Etc
Delivery
Set induction
1. Teacher shows manila card containing pictures of cow, chicken and goat and asks the student to name them.
2. Teacher elicits from the students the category of the pictures.
3. Teacher introduces the topic of the lesson.

Pre-Reading
4. Teacher gives handout 1 to the students and asks them to name the animal.
5. Teacher discusses with the students where can they find the animals.
6. Teacher distributes handout 2 and explains to them what they need to do.

While-reading
7. Students are required to read the given passage silently first, while reading they need to underline all the animal they found in the passage.
8. Teacher asks for volunteers to read the passage loudly.
9. Teacher asks the students whether they could understand the passage and discusses on it for a while.

Post-reading
Activity 1
10. Students are asked to form a group and answer the comprehension question in the textbook.
11. Teacher discusses on the answer.
Activity 2
12. Once again, teacher asks the students to form a group, there should only be three groups all together.
13. Teacher announces that they are going to have a game based on what they have learnt just now.
14. Teacher gives handout 3 and explains how they are going to play the game to the students (refer to handout 3).
15. They will play the games for about 30 minutes.

Closing
16. Teacher ends the lesson by asking some students to tell what they have learnt for the day lesson.

Homework
Write a short description of any animal farm.

Date of submission: 10 Jan 2002

Teacher's Notes



Prepared By:
Farhana Mohd Hanapiah
Nurzarimah Jamil
4 SPL




NURZARIMAH BTE JAMIL.
AP 980424
801222-01-5460
4 SPL
LITERATURE REVIEW.

‘Word Scavenger Hunt’ (WSH) is a game designed by Farhana and I. This game was first conducted during a Language Games class as a requirement for our first assignment. WSH is actually a vocabulary game for upper primary school students. Meaning it is suitable for the beginner level of standard 4, 5 and 6 students.
Like most of the language games, WSH also played in groups. Each group is provided with a selected alphabets to hold by the group members and the themes are given to them. Teacher will call out the chosen alphabets and the students have to guess any words that begin with the alphabets. The words should based on the theme given. Students are given 1 minute for each round to come out with the word lists. Different alphabets and different themes will be called out after each round.
For example, the teacher call out the alphabets of C, P and A. the theme given is FRUIT and VEGETABLE. The students have to come out with a word list of the theme begin with those alphabets such as Carrot, Coconut, Papaya, Apple etc. they are given 1 minute before the next round. The group with the longest word lists without any spelling errors is the winner. And this is how the game, WSH goes.
If we bring our mind deeper towards the game, we might think of the significance and the relationship of WSH with any theories. The main theory that come across the mind is Multiple Intelligence (MI) theory which is very parallel with language games. MI is introduced by Howard Gardner, a professor at Harvard University in 1983. MI theory has been used in recent years to facilitate the identification and instruction of gifted and talented children.
There are seven different domains in MI theory. The very first domain that can be found in WSH is Linguistic Intelligence where the teacher gives instruction and tell the rules of the game to the students. This is to see the students’ ability in understanding the orally instruction given by the teachers.
Since the students are require to think of any words that begin with the chosen alphabets and the given themes, they are actually using their Logical-Mathematical Intelligence. This activity needs them to think critically and recall any words associated that have been learned by them. This is kind of experience learning because the students have to think back the learning process they have been through to come out with the words.
Interpersonal Intelligence is also one of the MI domains finds in WSH. This is a cooperative learning where the students have to work in groups. By using this kind of learning, the students can learn to build a team spirit and eager to work out with the game. The cooperation occurred among them is very crucial to create an excitement to be a winner of the game. This is also known as cooperative learning. The challenge is to provide for individual accountability while utilizing all of these group activities. Interpersonal smart students need to interact with others to be more successful at processing their information (Gardner, 1987).
These are 3 main MI domains that can be found in WSH. The other MI domains that have not been mentioned are Spatial Intelligence, Bodily Kinesthetic Intelligence, Musical Intelligence and Intrapersonal Intelligence. Those are use non literally in WSH.
Gardner (1983) and Ramos-Ford and Gardner (1991) suggested that these intelligences are autonomous but that they are also interactive. In general, students have relative strengths and weaknesses across the intelligences, which has implications for the gifted and talented students. That is, students will differ as to the areas they are considered to be gifted or talented. It is believed more talented and gifted children would be identified in this way.
As has been stated before, this game is a language game. It is to help in improving the students English vocabulary and to increase the English level among the students. These statements are seconded by a research done by Finocchiaro (1982) and Ngeow (1998). The research shows that factors such as a learning situation that has a low affective filter (Krashen, 1987) whereby the students learn to use the language in a non- threatening and fun environment. Otherwise, students will feel uncomfortable and insecure which will further induce a ‘psychological barrier’ to communication and learning (Littlewood,1995). This is a Krashen theory of i + 1.
It should be pointed out here that there are many more theories that can be related with WSH game, but these are some of them. However, what should be counted here is the approach of the game towards the students learning. In education field, games have become one of the method of language learning which they label as ‘Edutainment’.
In conclusion, as stated by Krechevsky and Seidel (1998: 38):
“From the first day of school, students bring working minds to class. The educator’s job is to create the best possible working environment for those mind. Let us creative enough to stimulate these wonderful minds”

- The lesson plan of Word Scevenger Hunt is provided.(refer to Appendix 1)


















Appendix 1.
Lesson Plan
Subject: English

Standard: 5 Seroja Attendance : 45
Date : 03 Jan 2002 Time : 2.00- 3.20 p.m.
Topic : Animal Farm Venue : 5 Seroja

Objective
By the end of the lesson, students should be able to:
1. list down animal found on the farm in written form and orally.
2. underline all the animal found in the reading passage.
3. answer all the comprehension questions correctly.

Teaching Aids
1. Handout 1: pictures of a few animals farm.
2. Handout 2: a passage on ' Life on A Farm'
3. Handout 3: containing the instruction and rules of the game.
4. Mahjong paper
5. Manila card 1: pictures of cow, chicken, and goat.
6. Manila card 2: alphabet
7. Marker

Prior Knowledge
Students have already learnt about animal in general lower primary level.

Content
1. Animal found on the farm are like:
w Cow
w Goat
w Sheep
w Etc
Delivery
Set induction
1. Teacher shows manila card containing pictures of cow, chicken and goat and asks the student to name them.
2. Teacher elicits from the students the category of the pictures.
3. Teacher introduces the topic of the lesson.

Pre-Reading
4. Teacher gives handout 1 to the students and asks them to name the animal.
5. Teacher discusses with the students where can they find the animals.
6. Teacher distributes handout 2 and explains to them what they need to do.

While-reading
7. Students are required to read the given passage silently first, while reading they need to underline all the animal they found in the passage.
8. Teacher asks for volunteers to read the passage loudly.
9. Teacher asks the students whether they could understand the passage and discusses on it for a while.

Post-reading
Activity 1
10. Students are asked to form a group and answer the comprehension question in the textbook.
11. Teacher discusses on the answer.
Activity 2
12. Once again, teacher asks the students to form a group, there should only be three groups all together.
13. Teacher announces that they are going to have a game based on what they have learnt just now.
14. Teacher gives handout 3 and explains how they are going to play the game to the students (refer to handout 3).
15. They will play the games for about 30 minutes.

Closing
16. Teacher ends the lesson by asking some students to tell what they have learnt for the day lesson.

Homework
Write a short description of any animal farm.

Date of submission: 10 Jan 2002

Teacher's Notes



Prepared By:
Farhana Mohd Hanapiah
Nurzarimah Jamil
4 SPL