Thursday, August 29, 2002
Hi! I suppose everyone is very busy with their assignments right now as the due date for most of our assignments is near. I suppose everyone is having a tough time now. Anyway, I wanted to wish everyone best of luck! Study hard! Study smart! and don't get too tense up =P By the way, happy national day everyone!
Wednesday, August 28, 2002
Encourage Your Employees to Play
Source: http://gbr.pepperdine.edu/023/simulations.html
Simulations provide opportunities to learn about making complex decisions
Jack C. Green, Ph.D.
Application: Senior management support is a key factor in making simulations an effective learning tool.
The VP for marketing is making plans for a big advertising blitz in the third quarter to introduce a "new and improved" camera in time for the Christmas sales season when she is reminded by the VP for production that they won't actually have the new product until January. They did not begin funding the research and development process early enough to have a new product actually in production before then. When she protests to the CEO that the competition is going to take away their market share, he acknowledges that this is a problem, but reminds her that they were in difficult financial situation in the first quarter and that the whole team had agreed to hold off on new investments. She can protest, but that is the situation.
A meeting of the executive committee of a major corporation? Could be, but in this case it is a team engaged in a business strategy simulation. Simulations have become increasingly complex and realistic in the last few years. They have also become increasingly popular, both in universities and in corporate training settings. A study done in the late 1990's found that over 98% of the business schools accredited by the Association to Advance Collegiate Schools of Business used at least one simulation in their programs and over 60% of large businesses use them in their training programs. 1 There is good reason for this. Research over the past twenty-five years has consistently shown that students have more positive attitudes toward learning from a business game than from other teaching approaches. 2 (Faria, 2001). This is true of business people as well as students.
Most businesses and universities use commercially-produced computer-assisted simulations, although some are choosing to create their own to reflect their business and industry more closely. Building one's own is a very costly enterprise and requires extremely sophisticated programming if it is to be done well, and most businesses will prefer to use existing products. There are many very good ones, and they range from fairly basic simulations specific to a functional area to total enterprise games in which teams are responsible for managing a complete company in a complex world.
Not all simulation experiences are equally effective, however. Not only do the games themselves differ, but how well the participants learn what the simulation is designed to teach can vary widely even when the same game is used. Given the expense and effort involved in using a simulation as a teaching device, it is important to understand what enhances the learning experience. Otherwise, a simulation can be a waste of significant time and financial resources.
Consider These Success Factors
Based on the research noted above, plus research on simulations with which I have been involved and my experience in running total enterprise simulations in a business environment, the following principles are very important if you want to have a successful business simulation. (The context of the discussion here is the business environment, but the principles apply to classroom simulations as well.)
More cohesive teams perform better than less cohesive teams.
The greater the support and commitment to the simulation of those in positions of influence within the class or the company, the greater the commitment of those in the game, and the better the learning experience that it is.
The greater the commitment and involvement of the simulation leader, the better the student/participant performance.
When participants are confident that they understand the mechanics of how the game is played, they will put more effort into playing it and will consider it more important to do well. This, in turn, increases the likelihood that they and their team will be effective and the likelihood that they will learn what the game is designed to teach.
It is important to have a debriefing session.
Let's look at each of these in more detail.
Encourage Group Cohesion
Studies of cohesion frequently divide the concept into two types: cohesion based on inter-personal attraction and cohesion based on complementary roles. Obviously some groups have both. Therefore, creating cohesive teams does not necessarily mean having players select their best friends as teammates. In fact, that would often work against complementary skill sets and might increase the likelihood of "groupthink." But you might want to avoid putting people on the same team who have very different personal styles or who are truly antagonistic to each other unless you are planning to use the exercise primarily as a form of group therapy.
You may wish to bring together executives from different divisions of the company who do not even know each other, or choose people from different functional areas of the company who are only vaguely acquainted. That is fine. But do the assignments with some forethought about why you want these people to play this game and why you are putting together the particular teams that you are. Then, if teams are not already cohesive units, plan team-building activities and allow sufficient time for them to have an effect before you begin the actual simulation.
This will be more easily accomplished if your company already has a culture that encourages cooperation, trust, and an appreciation of the contributions of all people. If the company culture is one of great individual competition, mistrust, cynicism and/or backbiting, you probably are not going to have a successful simulation experience. But then, that is likely the least of your problems.
In one company where I was involved in running a simulation, the CEO sent out a list of core company values and examples of behaviors that exhibit these values to all game participants along with the game manual and other materials they received. These included values such as respecting the potential and significance of every individual, an expectation of a high level of personal commitment, active listening, and making decisions and taking risks together. It set a very positive tone.
Support from Above is Critical
This brings up the second key principle. Simulations are more effective as learning experiences when there is support from key supervisors. When you are dealing with executive-level participants, this means support from the President and/or CEO. When it is apparent that key supervisors are invested in this experience and believe that it is valuable, that message will be heard by participants. They, in turn, are more likely to make the effort to do well and to learn what the simulation is designed to teach. When the supervisor gives verbal assent but obviously does not understand what is really happening or how the simulation relates to the organization's larger goals, it will be clear to participants that this really does not matter, so why should they try. There will be few rewards associated with performing well.
In one company that had a very successful business simulation, the CEO decided to bring in division presidents from all over the world to participate. He wanted them to have exposure to the kind of decisions that need to be made on a company-wide basis and believed that the game would be useful for this. He therefore made this a part of a semi-annual meeting where everyone would be in attendance. He personally studied the manual and made sure that he understood how it would operate, the educational goals, and the logistics. He arranged for an appropriate venue, made sure that all participants had the information they needed ahead of time, let them know that this was something he was supporting, and had a banquet for them after the simulation that served as a debriefing session. That level of involvement sent a message that encouraged participants to take this seriously and do their best.
The Impact of the Simulation Leader
In addition to support from those in supervisory positions, it is important that the person who actually runs the simulation is familiar with the game, its educational goals, and how using different scenarios (if available on that game) can affect play. It is also important to understand the system well enough that if it crashes for any reason, he or she can trouble-shoot the problem and get the simulation back on track. Even though computerized games are generally quite reliable, there can be glitches, either in the game software or in the installation on the network or other system. The simulation leader needs to understand the underlying software - or have someone with him or her who does.
Also, the simulation leader needs to be available, if at all possible, to answer questions ahead of time so that participants will be clear about expectations when they arrive. This can be handled by email and phone calls and even net meetings or chat room technology, but it will make a difference.
Confidence
Several studies, including our own studies of adult MBA students, show that being confident that they understand how the game is to be played has a significant effect on whether or not participants learn what the simulations is designed to teach, whether that is to think strategically about an entire organization or to plan a marketing campaign or deal with some other function. 3 Participants who are worried about the mechanics of entering decisions or reading reports do not concentrate on the educational purpose of the simulation. If it seems too complex, it will just be frustrating, and they may give up and basically quit trying.
Confidence will be enhanced when they have time and opportunity to study the written material - and providing time for this within the work environment rather than expecting them to do it on their own time - will certainly help. Again, having someone available to answer questions as they arise beforehand, builds confidence.
However, it is also helpful to allow them to make two or three trial decisions before the game actually begins. Actual experience significantly increases their confidence in their ability to handle the mechanics. It gives them an idea of how long it takes to do certain tasks and allows them to make initial mistakes without penalty. Once the actual game begins, they can then concentrate on the intended educational purpose. This does mean, however, building in enough time so that the trial decisions will not detract from the time needed for the actual simulation.
Debriefing
Finally, the research clearly supports the importance of having a real debriefing time where the participants can think back on what they did, why they did it, and what they learned from it about a variety of topics. With skillful guidance from the leader, who has been observing them in action, they should be able to evaluate not only what they learned about the topics the game is designed to teach, but about team work, preparation, personal and team work styles, etc. Ideally, participants should be asked about how they might transfer what they learned in this experience to other domains.
Many people have found that a written "reflection paper" where participants are required to make these assessments themselves is very helpful. It is this stage of the simulation where much of the payoff comes. The benefit will be commensurate with the thought that goes into planning this phase and with the degree of critical assessment that is required of the participants.
Business simulations can be one of the most effective learning tools available, not only for students in school, but for adult employees in business organizations. Education research supports the idea that experiential learning is one of the, if not THE, best way for humans to learn. Simulations are a form of experiential learning and they can engage the attention and involvement of participants in a way that few other training techniques are able to do.
However, they can also be costly, both in terms of time and energy as well as money. If you are thinking of doing a simulation experience for your employees, you want to be sure that you are getting your money's worth. To accomplish this you need to remember the principles outlined above regarding cohesion, support, confidence and evaluation.
With these steps well in place you are on your way to providing a positive and valuable learning experience that will benefit not only the individuals involved but the organization as a whole.
___________________________________________
Notes
1. Faria, A. J. (1998). Business simulation games: Current usage leveles-- and update. Simulation & Gaming 29, (3), p. 295-308.
2. Faria, A. J. (2001). The changing nature of business simulations/gaming research: A brief history. Simulation & Gaming 32 (1) p. 97 - 110
3. Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage inexperiential learning: A tension-to-learn theory. Simulation & Gaming 29, (2), p. 133 - 151; Gosen, J. and Washbush, J. (1999) As teachers and researchers, where do we go from here? Simulation and Gaming, 30 (3) pp. 292 - 303: Snow, S., Gehlen, F. L. & Green, J. C. (2002). Does student preparation matter in a simlation? A comparison of pedigogical styles. Proceedings of the Association for Business Simulations & Experiential Learning Annual Conference, Pensacola, FL. March 20 -22.; Warr, P., Allan, C., & Birdi, K. (1999). Predicting three levels of traiing outcome. Journal of occupational and Organizational Psychology, 72, (3), p. 351-375; Wenzler, I. & Chartier, D. (1999). Why do we bother with games and simulations: An organizatinal learning perspective. Simulation & Gaming 30, p. 375 - 384.
Source: http://gbr.pepperdine.edu/023/simulations.html
Simulations provide opportunities to learn about making complex decisions
Jack C. Green, Ph.D.
Application: Senior management support is a key factor in making simulations an effective learning tool.
The VP for marketing is making plans for a big advertising blitz in the third quarter to introduce a "new and improved" camera in time for the Christmas sales season when she is reminded by the VP for production that they won't actually have the new product until January. They did not begin funding the research and development process early enough to have a new product actually in production before then. When she protests to the CEO that the competition is going to take away their market share, he acknowledges that this is a problem, but reminds her that they were in difficult financial situation in the first quarter and that the whole team had agreed to hold off on new investments. She can protest, but that is the situation.
A meeting of the executive committee of a major corporation? Could be, but in this case it is a team engaged in a business strategy simulation. Simulations have become increasingly complex and realistic in the last few years. They have also become increasingly popular, both in universities and in corporate training settings. A study done in the late 1990's found that over 98% of the business schools accredited by the Association to Advance Collegiate Schools of Business used at least one simulation in their programs and over 60% of large businesses use them in their training programs. 1 There is good reason for this. Research over the past twenty-five years has consistently shown that students have more positive attitudes toward learning from a business game than from other teaching approaches. 2 (Faria, 2001). This is true of business people as well as students.
Most businesses and universities use commercially-produced computer-assisted simulations, although some are choosing to create their own to reflect their business and industry more closely. Building one's own is a very costly enterprise and requires extremely sophisticated programming if it is to be done well, and most businesses will prefer to use existing products. There are many very good ones, and they range from fairly basic simulations specific to a functional area to total enterprise games in which teams are responsible for managing a complete company in a complex world.
Not all simulation experiences are equally effective, however. Not only do the games themselves differ, but how well the participants learn what the simulation is designed to teach can vary widely even when the same game is used. Given the expense and effort involved in using a simulation as a teaching device, it is important to understand what enhances the learning experience. Otherwise, a simulation can be a waste of significant time and financial resources.
Consider These Success Factors
Based on the research noted above, plus research on simulations with which I have been involved and my experience in running total enterprise simulations in a business environment, the following principles are very important if you want to have a successful business simulation. (The context of the discussion here is the business environment, but the principles apply to classroom simulations as well.)
More cohesive teams perform better than less cohesive teams.
The greater the support and commitment to the simulation of those in positions of influence within the class or the company, the greater the commitment of those in the game, and the better the learning experience that it is.
The greater the commitment and involvement of the simulation leader, the better the student/participant performance.
When participants are confident that they understand the mechanics of how the game is played, they will put more effort into playing it and will consider it more important to do well. This, in turn, increases the likelihood that they and their team will be effective and the likelihood that they will learn what the game is designed to teach.
It is important to have a debriefing session.
Let's look at each of these in more detail.
Encourage Group Cohesion
Studies of cohesion frequently divide the concept into two types: cohesion based on inter-personal attraction and cohesion based on complementary roles. Obviously some groups have both. Therefore, creating cohesive teams does not necessarily mean having players select their best friends as teammates. In fact, that would often work against complementary skill sets and might increase the likelihood of "groupthink." But you might want to avoid putting people on the same team who have very different personal styles or who are truly antagonistic to each other unless you are planning to use the exercise primarily as a form of group therapy.
You may wish to bring together executives from different divisions of the company who do not even know each other, or choose people from different functional areas of the company who are only vaguely acquainted. That is fine. But do the assignments with some forethought about why you want these people to play this game and why you are putting together the particular teams that you are. Then, if teams are not already cohesive units, plan team-building activities and allow sufficient time for them to have an effect before you begin the actual simulation.
This will be more easily accomplished if your company already has a culture that encourages cooperation, trust, and an appreciation of the contributions of all people. If the company culture is one of great individual competition, mistrust, cynicism and/or backbiting, you probably are not going to have a successful simulation experience. But then, that is likely the least of your problems.
In one company where I was involved in running a simulation, the CEO sent out a list of core company values and examples of behaviors that exhibit these values to all game participants along with the game manual and other materials they received. These included values such as respecting the potential and significance of every individual, an expectation of a high level of personal commitment, active listening, and making decisions and taking risks together. It set a very positive tone.
Support from Above is Critical
This brings up the second key principle. Simulations are more effective as learning experiences when there is support from key supervisors. When you are dealing with executive-level participants, this means support from the President and/or CEO. When it is apparent that key supervisors are invested in this experience and believe that it is valuable, that message will be heard by participants. They, in turn, are more likely to make the effort to do well and to learn what the simulation is designed to teach. When the supervisor gives verbal assent but obviously does not understand what is really happening or how the simulation relates to the organization's larger goals, it will be clear to participants that this really does not matter, so why should they try. There will be few rewards associated with performing well.
In one company that had a very successful business simulation, the CEO decided to bring in division presidents from all over the world to participate. He wanted them to have exposure to the kind of decisions that need to be made on a company-wide basis and believed that the game would be useful for this. He therefore made this a part of a semi-annual meeting where everyone would be in attendance. He personally studied the manual and made sure that he understood how it would operate, the educational goals, and the logistics. He arranged for an appropriate venue, made sure that all participants had the information they needed ahead of time, let them know that this was something he was supporting, and had a banquet for them after the simulation that served as a debriefing session. That level of involvement sent a message that encouraged participants to take this seriously and do their best.
The Impact of the Simulation Leader
In addition to support from those in supervisory positions, it is important that the person who actually runs the simulation is familiar with the game, its educational goals, and how using different scenarios (if available on that game) can affect play. It is also important to understand the system well enough that if it crashes for any reason, he or she can trouble-shoot the problem and get the simulation back on track. Even though computerized games are generally quite reliable, there can be glitches, either in the game software or in the installation on the network or other system. The simulation leader needs to understand the underlying software - or have someone with him or her who does.
Also, the simulation leader needs to be available, if at all possible, to answer questions ahead of time so that participants will be clear about expectations when they arrive. This can be handled by email and phone calls and even net meetings or chat room technology, but it will make a difference.
Confidence
Several studies, including our own studies of adult MBA students, show that being confident that they understand how the game is to be played has a significant effect on whether or not participants learn what the simulations is designed to teach, whether that is to think strategically about an entire organization or to plan a marketing campaign or deal with some other function. 3 Participants who are worried about the mechanics of entering decisions or reading reports do not concentrate on the educational purpose of the simulation. If it seems too complex, it will just be frustrating, and they may give up and basically quit trying.
Confidence will be enhanced when they have time and opportunity to study the written material - and providing time for this within the work environment rather than expecting them to do it on their own time - will certainly help. Again, having someone available to answer questions as they arise beforehand, builds confidence.
However, it is also helpful to allow them to make two or three trial decisions before the game actually begins. Actual experience significantly increases their confidence in their ability to handle the mechanics. It gives them an idea of how long it takes to do certain tasks and allows them to make initial mistakes without penalty. Once the actual game begins, they can then concentrate on the intended educational purpose. This does mean, however, building in enough time so that the trial decisions will not detract from the time needed for the actual simulation.
Debriefing
Finally, the research clearly supports the importance of having a real debriefing time where the participants can think back on what they did, why they did it, and what they learned from it about a variety of topics. With skillful guidance from the leader, who has been observing them in action, they should be able to evaluate not only what they learned about the topics the game is designed to teach, but about team work, preparation, personal and team work styles, etc. Ideally, participants should be asked about how they might transfer what they learned in this experience to other domains.
Many people have found that a written "reflection paper" where participants are required to make these assessments themselves is very helpful. It is this stage of the simulation where much of the payoff comes. The benefit will be commensurate with the thought that goes into planning this phase and with the degree of critical assessment that is required of the participants.
Business simulations can be one of the most effective learning tools available, not only for students in school, but for adult employees in business organizations. Education research supports the idea that experiential learning is one of the, if not THE, best way for humans to learn. Simulations are a form of experiential learning and they can engage the attention and involvement of participants in a way that few other training techniques are able to do.
However, they can also be costly, both in terms of time and energy as well as money. If you are thinking of doing a simulation experience for your employees, you want to be sure that you are getting your money's worth. To accomplish this you need to remember the principles outlined above regarding cohesion, support, confidence and evaluation.
With these steps well in place you are on your way to providing a positive and valuable learning experience that will benefit not only the individuals involved but the organization as a whole.
___________________________________________
Notes
1. Faria, A. J. (1998). Business simulation games: Current usage leveles-- and update. Simulation & Gaming 29, (3), p. 295-308.
2. Faria, A. J. (2001). The changing nature of business simulations/gaming research: A brief history. Simulation & Gaming 32 (1) p. 97 - 110
3. Burns, A. C., & Gentry, J. W. (1998). Motivating students to engage inexperiential learning: A tension-to-learn theory. Simulation & Gaming 29, (2), p. 133 - 151; Gosen, J. and Washbush, J. (1999) As teachers and researchers, where do we go from here? Simulation and Gaming, 30 (3) pp. 292 - 303: Snow, S., Gehlen, F. L. & Green, J. C. (2002). Does student preparation matter in a simlation? A comparison of pedigogical styles. Proceedings of the Association for Business Simulations & Experiential Learning Annual Conference, Pensacola, FL. March 20 -22.; Warr, P., Allan, C., & Birdi, K. (1999). Predicting three levels of traiing outcome. Journal of occupational and Organizational Psychology, 72, (3), p. 351-375; Wenzler, I. & Chartier, D. (1999). Why do we bother with games and simulations: An organizatinal learning perspective. Simulation & Gaming 30, p. 375 - 384.
Tuesday, August 27, 2002
Hey, 15% is okay la...I on the other hand got just 7% just imagine how bad I feel. Anyway, i still need to live my life...Why don't we joke it out hehehe....visit me at www.upsaid.com/gerald81 .....post me some jokes ya... By the way Mr G, can we fast our way out? (fasting) hahaha... Bizura, you might want to try (just joking). It works for Mr. G's friend...It could be a miracle hahaha...Me? maybe i should try =p I'm so fat already until my photo at the language camp look so ugly...yucks! Looks like balloon haha... Looks so "gelojoh' too =p NIce day!
mr g... i see that you have already put the archives for me and tipah... thanx a lot... ive already got a copy of the web... so i guess u dont have to spent ur time for us tomorrow morning... hope youll read this b4 tomorrow... we also hope that you wont mind that we are using this weblog as our tool for action research's assignment!! :D we do not intend to tell you and our frens until the dateline for ur weblog assignment... so those who hasnt participate yet... i guess its a bit too late... i myself only got 15% out of the 20%... really dissappointed as its actually an easy thing to do... but as people say it, do not cry over spilled milk... but mr g, i think im pretty sure that ill flunk (or a D) my discourse paper so i realllyyy reallyyy realllyyyyy need an A or A- for this subject to maintain my grade (i know this is a cheap publicity, but better publish it or people will say i 'bodek' the lecturer :D)...do you think you can count my upsaid entry again and consider tipah's comments that i hasnt receive and my 2postings on the same day? pleaseeeeee? (markah kesian pun takpe... :D) and im also speaking on behalf of my frens who have not realize that they need to be invited to get into gameplan... well, though this is a technology era but still, we have to accept the fact that not all people are good with this technology stuff, rite? heheheh... but i know you have the authority over us... im just giving suggestions.... :) well, thanx again for your help... youve been very cool and supportive.... thanx...
Hi Mr.G! I know that I'm one of your students that failure to submit the lesson plan and literature review but it's my fault because I'm a last minute worker... and this is also because I have a problem with the blogspot and not invited for the gameplan before this... Now, I just publish these lesson plan and literature review for the others as their additional reading. Yes next time I must finish my work earlier and don't be the last minute worker!!! Pity you Syidah because you lost 20 marks although it was just a simple work... it was you fault :( I hope that Mr.G could consider to give me either 1or 2 marks as "markah kesian"... but I know it was my fault and don't blame anybody!
Thank you very much Mr.G for your kindness and cooperation!!!
Here the lesson plan and literature review...
LESSON PLAN
Subject : English
Form : 1 Ibnu zarqiyali (Intermediate Level)
Topic : 2 July 2002
Attendance : 30
Time : 10.00 am – 10.30 am
Venue : C15 – 202
Objective
By the end of this lesson, students should be able to :
1. Listen and understand the correct pronunciation of each mentioned word.
2. Pronounce the word correctly.
3. Come out with correct word, which is related to the last letter of the previous word.
Teaching Aids
Beanie Bears (can substitute with any kind of other attractive object)
Prior Knowledge
1. Students have wide knowledge of some vocabularies.
2. Students have some prior knowledge about the correct spelling of each words used.
Delivery
Content Comprehension/ Skills
1. Expanding the student’s knowledge on vocabularies.2. Teaching the correct pronunciation of each word.3. Teaching the students the correct spelling implicitly. Unconsciously learn new vocabularies through the game.Speaking skills.Learning how to spell.
Teacher-Student Activities Notes
Set Induction.The teacher begins the class by giving the instructions of the game implicitly. The students are asked to name some of the things that can be seen in the classroom. The next word to be named is following the last letter of the previous word.Activities.The teacher starts the game by dividing the students into three groups (10 pupils per group).Then the teacher explains the rules of the game explicitly to the students. The rules of the game are as follows:-a. The first student is going to say one word. The he/ she will throw the Beanie Frog to the next student.b. The next student is going to continue the game by saying a word. The last letter of the previous word must be the first letter of the next word.c. When answered the, the Beanie Frog is thrown to another student. The game continues until the end when only one student is left.d. Each student is given only 5 seconds to come out with their word. The student will be kicked out from the game if exceeding the time limit.e. The last person is considered as winner of each group. The winners will meet each other in the final round.f. The word that has been said is not eligible to be repeated. If any student repeats the same word, they will be kicked out from the game.g. Example: student A= blackboard, student B= Donkey, student C= yacht, student D= triangle, etc.(blackboard, donkey, yacht, triangle, etc.) 6 minutes1 minute3 minutes20 minutes
Closing
The teacher summarizes the lesson by asking the students what are the benefits that they can get from the game played.
Homework
No homework is given.
Teacher’s notes
LITERATURE REVIEW
THE LAST LETTER
Languages learning in early days seen as a serious task because the students have to memorize all the vocabularies and the grammatical structure of the language in a very hard way. The drills that been used were extremely forcing the students to learn a language in harder way in order to produce them as a proficient learner. Nowadays, learning a language comes in various methods where students are allowed to practice the learned language through many enjoyable activities. New era of teaching language involves many sort of teaching method such as teaching the language through drama presentation, role-play, listening to the music, watching videos, language games and so forth. Language game is one of the best ways to provide the students with a cosy environment in learning the new language. Learning a language via games would lead the students to higher motivation in learning that particular language successfully.
The Last Letter is a game that basically focusing on vocabularies and spelling. This language game is very popular in Japan and it is known as Shiritori. How the game played is very simple and it will cost you nothing all except for a wide knowledge of vocabulary in that language. Vocabulary is acquired when the learner can understand and identify the meaning of a word and able to put it into an appropriate context. The most important part in understanding a word is the meaning and the spelling. Different meaning and spelling of a word would lead to a different word. Having a great knowledge of vocabularies can help a student to learn the language more effective as they can play a lot in constructing sentences with various words. Knowing a vocabulary is very important because without it the students would not be able to learn the functions and the structure of the language that is to be used in comprehension and communication. (Nesamalar, C et.al, 1995: 250)
The Last Letter is a simple game that can be played in a flexible way where you do not have to need an appropriate time and place. In other word, this game is sustainable enough for the teachers to let students play the game while at the same time it helps the students to have chance to practice what they had learned. In original setting in Japan, the game is played as this. The Last Letter of the word must be the first letter of the next word. A ball is needed but a screwed up a piece of paper is fine. Then the teacher throws the ball to one student and says a word, such as ‘dog’. The students must reply with a word starting with ‘g’, such as ‘girl’. When answered, the ball is thrown back to the teacher and it is then throw to the next students. The sequence will follow the same thing until it is finish. In the natural setting classroom of Malaysia, the game played is still the same and the exact methods of playing. The Last Letter game is as follows.
a) The first student is going to say one word. Then he/she will throw the Beanie Frog to the next student.
b) The next student is going to continue the game by saying a word. The Last Letter of the previous word must be the first letter of the next word.
c) When answered, the Beanie Frog is thrown to another student. The game continues until the end when only one student is left.
d) Each student is given only 5 second to come out with their word. The student will be kicked out from the game if exceeding the time limit.
e) The last person can be considered as the winner of each group. The winners will meet each other in the final round.
f) Example: student A = blackboard, student B = donkey, student C = yacht, student D = triangle, etc.
(blackboard, donkey, yacht, triangle, etc.)
It can be seen that spelling is merely important in the game. To prove it, the student would not be able to continue the next word if he or she does not know how to spell the first word. If he or she knows that the word ends with ‘s’, easily the student can continue the next word with ‘s’. For example, the word ‘hour’. The last letter of the word is ‘r’. As the ‘r’ is not being pronounce in the pronunciation of ‘hour’, so the student would not know that ‘r’ is the last letter of the word. Unless, the students really know the correct spelling of it, then only he or she can continue the game with another ‘r’ word such as ‘roller coaster’.
Thank you very much Mr.G for your kindness and cooperation!!!
Here the lesson plan and literature review...
LESSON PLAN
Subject : English
Form : 1 Ibnu zarqiyali (Intermediate Level)
Topic : 2 July 2002
Attendance : 30
Time : 10.00 am – 10.30 am
Venue : C15 – 202
Objective
By the end of this lesson, students should be able to :
1. Listen and understand the correct pronunciation of each mentioned word.
2. Pronounce the word correctly.
3. Come out with correct word, which is related to the last letter of the previous word.
Teaching Aids
Beanie Bears (can substitute with any kind of other attractive object)
Prior Knowledge
1. Students have wide knowledge of some vocabularies.
2. Students have some prior knowledge about the correct spelling of each words used.
Delivery
Content Comprehension/ Skills
1. Expanding the student’s knowledge on vocabularies.2. Teaching the correct pronunciation of each word.3. Teaching the students the correct spelling implicitly. Unconsciously learn new vocabularies through the game.Speaking skills.Learning how to spell.
Teacher-Student Activities Notes
Set Induction.The teacher begins the class by giving the instructions of the game implicitly. The students are asked to name some of the things that can be seen in the classroom. The next word to be named is following the last letter of the previous word.Activities.The teacher starts the game by dividing the students into three groups (10 pupils per group).Then the teacher explains the rules of the game explicitly to the students. The rules of the game are as follows:-a. The first student is going to say one word. The he/ she will throw the Beanie Frog to the next student.b. The next student is going to continue the game by saying a word. The last letter of the previous word must be the first letter of the next word.c. When answered the, the Beanie Frog is thrown to another student. The game continues until the end when only one student is left.d. Each student is given only 5 seconds to come out with their word. The student will be kicked out from the game if exceeding the time limit.e. The last person is considered as winner of each group. The winners will meet each other in the final round.f. The word that has been said is not eligible to be repeated. If any student repeats the same word, they will be kicked out from the game.g. Example: student A= blackboard, student B= Donkey, student C= yacht, student D= triangle, etc.(blackboard, donkey, yacht, triangle, etc.) 6 minutes1 minute3 minutes20 minutes
Closing
The teacher summarizes the lesson by asking the students what are the benefits that they can get from the game played.
Homework
No homework is given.
Teacher’s notes
LITERATURE REVIEW
THE LAST LETTER
Languages learning in early days seen as a serious task because the students have to memorize all the vocabularies and the grammatical structure of the language in a very hard way. The drills that been used were extremely forcing the students to learn a language in harder way in order to produce them as a proficient learner. Nowadays, learning a language comes in various methods where students are allowed to practice the learned language through many enjoyable activities. New era of teaching language involves many sort of teaching method such as teaching the language through drama presentation, role-play, listening to the music, watching videos, language games and so forth. Language game is one of the best ways to provide the students with a cosy environment in learning the new language. Learning a language via games would lead the students to higher motivation in learning that particular language successfully.
The Last Letter is a game that basically focusing on vocabularies and spelling. This language game is very popular in Japan and it is known as Shiritori. How the game played is very simple and it will cost you nothing all except for a wide knowledge of vocabulary in that language. Vocabulary is acquired when the learner can understand and identify the meaning of a word and able to put it into an appropriate context. The most important part in understanding a word is the meaning and the spelling. Different meaning and spelling of a word would lead to a different word. Having a great knowledge of vocabularies can help a student to learn the language more effective as they can play a lot in constructing sentences with various words. Knowing a vocabulary is very important because without it the students would not be able to learn the functions and the structure of the language that is to be used in comprehension and communication. (Nesamalar, C et.al, 1995: 250)
The Last Letter is a simple game that can be played in a flexible way where you do not have to need an appropriate time and place. In other word, this game is sustainable enough for the teachers to let students play the game while at the same time it helps the students to have chance to practice what they had learned. In original setting in Japan, the game is played as this. The Last Letter of the word must be the first letter of the next word. A ball is needed but a screwed up a piece of paper is fine. Then the teacher throws the ball to one student and says a word, such as ‘dog’. The students must reply with a word starting with ‘g’, such as ‘girl’. When answered, the ball is thrown back to the teacher and it is then throw to the next students. The sequence will follow the same thing until it is finish. In the natural setting classroom of Malaysia, the game played is still the same and the exact methods of playing. The Last Letter game is as follows.
a) The first student is going to say one word. Then he/she will throw the Beanie Frog to the next student.
b) The next student is going to continue the game by saying a word. The Last Letter of the previous word must be the first letter of the next word.
c) When answered, the Beanie Frog is thrown to another student. The game continues until the end when only one student is left.
d) Each student is given only 5 second to come out with their word. The student will be kicked out from the game if exceeding the time limit.
e) The last person can be considered as the winner of each group. The winners will meet each other in the final round.
f) Example: student A = blackboard, student B = donkey, student C = yacht, student D = triangle, etc.
(blackboard, donkey, yacht, triangle, etc.)
It can be seen that spelling is merely important in the game. To prove it, the student would not be able to continue the next word if he or she does not know how to spell the first word. If he or she knows that the word ends with ‘s’, easily the student can continue the next word with ‘s’. For example, the word ‘hour’. The last letter of the word is ‘r’. As the ‘r’ is not being pronounce in the pronunciation of ‘hour’, so the student would not know that ‘r’ is the last letter of the word. Unless, the students really know the correct spelling of it, then only he or she can continue the game with another ‘r’ word such as ‘roller coaster’.
Monday, August 26, 2002
hmm...well, i've already submitted my report, as in my post mortem on the languaeg camp. the thing is, basically, everyone is happy about everything. if anyone has got any bad moments or sour memories(which i seriously doubt), as time passes the feeling fades, and only the happy moments remain. the camp has certainly made a difference in our UTM life, as in it has exposed us to what a language camp is like. maybe, in the near future, after we all graduate we'll all see each other at a language camp.....everyone played a part and evryone deserves to be congratulated for doing a good job. once agin i woild like to thank Mr G. for everything and also all the lecturers who came especially Miss Fatimah and also Mr. Farouk and Dr. Norazman...
Post Mortem for Language Games
Well, basically the camp was nicely done. There is only a minor glitch here and there but everything was fine. By the way, I think the treasure hunt is a bit difficult for the students. The other day I did the proverbs and similies in class everyone agree it is too difficult for the primary school students but I wonder why they take it to the camp? What I did was phrase but I think to ask the students to arrange the word is a bit difficult. If they really want the teach the students proverbs, it is better to ask the students to arrange the phrase than words. Like what we had learn in our Language learning teories class, when we want to teach we teach something a level above the students ability (i+1) but if you teach something more, it could be demotivating. Anyway, it was fun running around with the students... Making me feel 'OLD'... =p
Well, basically the camp was nicely done. There is only a minor glitch here and there but everything was fine. By the way, I think the treasure hunt is a bit difficult for the students. The other day I did the proverbs and similies in class everyone agree it is too difficult for the primary school students but I wonder why they take it to the camp? What I did was phrase but I think to ask the students to arrange the word is a bit difficult. If they really want the teach the students proverbs, it is better to ask the students to arrange the phrase than words. Like what we had learn in our Language learning teories class, when we want to teach we teach something a level above the students ability (i+1) but if you teach something more, it could be demotivating. Anyway, it was fun running around with the students... Making me feel 'OLD'... =p
LESSON PLAN
Form : 1 Adil
Topic : Opposite-adjectives Bingo
OBJECTIVES :
By the end of the lesson, students should be able to :
1. recognize the opposite words based on teacher’s instruction.
TEACHING AIDS :
1. Student’s handouts – Rules of the game.
2. Worksheet 1 – Bingo board.
PRIOR KNOWLEDGE :
Students have learnt on opposite-adjectives in previous lesson.
IMPLEMENTATION :
Set Induction
1. Teacher recalls the previous lesson on opposite words to test students’ memory and knowledge. Teacher asks students to give other examples of opposite words that they know.
2. Teacher introduces the game to students.
Teacher-students activities :
1. Teacher writes 25 words (adjectives) on the board.
2. Teacher distributes handout 1 (rules of the game) and worksheet 1 (Bingo board) to students.
3. Teacher asks students to fill in the Bingo board with words written on the board.
4. Teacher explains the games to students.
5. Teacher starts the game by calling out a word one by one.
6. Teacher conducts the game until she has the winner.
CONCLUSION :
Teacher summarizes the lesson by asking students what they have learnt today.
HOMEWORK :
No homework is assigned.
TEACHER’S NOTE
*RULES OF THE GAME.
1. Students have to fill in the boxes with the words written on the board in any order they want.
2. When teacher calls out one word, for example ‘cheap’, students have to cross the opposite of cheap, which is ‘expensive’.
3. Five words in a row are considered as one letter ‘B’. Students have to cross five rows, which later spell the word BINGO in order to win this game.
4. The first person who says BINGO is the winner
Form : 1 Adil
Topic : Opposite-adjectives Bingo
OBJECTIVES :
By the end of the lesson, students should be able to :
1. recognize the opposite words based on teacher’s instruction.
TEACHING AIDS :
1. Student’s handouts – Rules of the game.
2. Worksheet 1 – Bingo board.
PRIOR KNOWLEDGE :
Students have learnt on opposite-adjectives in previous lesson.
IMPLEMENTATION :
Set Induction
1. Teacher recalls the previous lesson on opposite words to test students’ memory and knowledge. Teacher asks students to give other examples of opposite words that they know.
2. Teacher introduces the game to students.
Teacher-students activities :
1. Teacher writes 25 words (adjectives) on the board.
2. Teacher distributes handout 1 (rules of the game) and worksheet 1 (Bingo board) to students.
3. Teacher asks students to fill in the Bingo board with words written on the board.
4. Teacher explains the games to students.
5. Teacher starts the game by calling out a word one by one.
6. Teacher conducts the game until she has the winner.
CONCLUSION :
Teacher summarizes the lesson by asking students what they have learnt today.
HOMEWORK :
No homework is assigned.
TEACHER’S NOTE
*RULES OF THE GAME.
1. Students have to fill in the boxes with the words written on the board in any order they want.
2. When teacher calls out one word, for example ‘cheap’, students have to cross the opposite of cheap, which is ‘expensive’.
3. Five words in a row are considered as one letter ‘B’. Students have to cross five rows, which later spell the word BINGO in order to win this game.
4. The first person who says BINGO is the winner
Hey guys... It has been a long time since I logged in here. But I'm glad to read all the positive comments from my group members about the language camp. There are also some suggestions on improvement, which I quite agree to. Personally, I think that if we were given another chance to organise Language Camp, we can do it much better than this, don't you guys agree? Anyway, I enjoyed myself during the camp, and I give all the credits to my dedicated committee members :-) especially to Habsah, who certainly helped me a lot along the way; to Fidhah for being such a good MC; for Baizura and Siti D who coordinated the games -- I'm sure they find it quite a challenging task! Also to Yatie for all those nice pix... And not forgetting the others who contributed in their own ways... without you guys, Language Camp won't be such a success! Really. So, I hope this experience that we have will serve useful when we become teachers one day. I think Language Camp is an effective ways to learn English. Well, we can even conduct games without organising a whole camp, rite? Well, I guess we have Mr. G to thank... Thanks for your patience in putting up with us, Sir!
Post mortem.
Hi guys…. I’ve read all you comment on the language camp. I’m pretty sure everybody have their great time there right.. As for me, this is my second camp. The first one is at Felda Tenggaroh Selatan which held in August last year. However, I really enjoyed this camp compared to the previous camp. It is may be I don’t have any experience on that time and everything quite new for me. For this time, I already have some idea on how to conduct the language camp. The previous camp really helped me a lot. Talking about the post mortem, there’s not much to comment on actually as Mr’ G has already discussed about it in class. By the way, I think I want to touch a little bit on the selection of the games. I do think some of the games are not suitable for the students. For example, for the Hang It and Dash It game, student are required to draw pictures based on the sentence given, but then the sentence were really hard to draw. The sentence goes like this “Today is Sunday”, “Holding a pen”, “Top of the world”, I really sure the student will not able to draw the picture. As for my group, I have to tell them what they need to draw and sometimes I have to draw for them. What we can do is, try to have simple and easy to draw sentences next time. One more thing, the selection of the songs, some of the songs was really out and cannot be used for the students as it is so difficult. We know that songs play very important roles in the language camp. Students love to sing. And songs are used to fill in the empty slot. Make sure we choose the right and suitable song only. I think that’s all from me, but before I end, I would like to apologize everybody I’ve I have done or said something that hurt you. Please forgive me and no heart feeling kay …. Chow….
Hi guys…. I’ve read all you comment on the language camp. I’m pretty sure everybody have their great time there right.. As for me, this is my second camp. The first one is at Felda Tenggaroh Selatan which held in August last year. However, I really enjoyed this camp compared to the previous camp. It is may be I don’t have any experience on that time and everything quite new for me. For this time, I already have some idea on how to conduct the language camp. The previous camp really helped me a lot. Talking about the post mortem, there’s not much to comment on actually as Mr’ G has already discussed about it in class. By the way, I think I want to touch a little bit on the selection of the games. I do think some of the games are not suitable for the students. For example, for the Hang It and Dash It game, student are required to draw pictures based on the sentence given, but then the sentence were really hard to draw. The sentence goes like this “Today is Sunday”, “Holding a pen”, “Top of the world”, I really sure the student will not able to draw the picture. As for my group, I have to tell them what they need to draw and sometimes I have to draw for them. What we can do is, try to have simple and easy to draw sentences next time. One more thing, the selection of the songs, some of the songs was really out and cannot be used for the students as it is so difficult. We know that songs play very important roles in the language camp. Students love to sing. And songs are used to fill in the empty slot. Make sure we choose the right and suitable song only. I think that’s all from me, but before I end, I would like to apologize everybody I’ve I have done or said something that hurt you. Please forgive me and no heart feeling kay …. Chow….
hi... i was really trying very hard to copy my literature review into this gameplan... something happened with my document and i am really reallyy reallyyy piss off!!! those nimcompoop (hope i spell it correctly!) bpp hacker that destroyed my literature review!! luckily when i went through the weblog i found out that tipah had already posted the review this evening... thanx tipah... you are really a great person to work with... so mr g, since ive maneged to post more than five in this weblog, i hope that you can give me full marks for my participation... :D oh... i went to your room this morning with tipah to ask for ur help with the gameplan but u were not in... but ur door was opened... we have a little problem and we hope you could help us... to those like yatie ewho just participate in this gameplan... enjoy!!!
hi... i was really trying very hard to copy my literature review into this gameplan... something happened with my document and i am really reallyy reallyyy piss off!!! those nimcompoop (hope i spell it correctly!) bpp hacker that destroyed my literature review!! luckily when i went through the weblog i found out that tipah had already posted the review this evening... thanx tipah... you are really a great person to work with... so mr g, since ive maneged to post more than five in this weblog, i hope that you can give me full marks for my participation... :D oh... i went to your room this morning with tipah to ask for ur help with the gameplan but u were not in... but ur door was opened... we have a little problem and we hope you could help us... to those like yatie ewho just participate in this gameplan... enjoy!!!
Pre Camp (Report)
I was in charge of the transport and first-aid-kit for the camp. As for the transport, I did follow hoon chin, Evelyn and swee lee to see one of the "pak cik" at the human resource faculty. But the week after that when they were trying to book the bus after the language game class, I didn't manage to follow them. Basically its because I didn't attend the class on that day. Only after they manage to book the bus I was being told that they manage to book the bus already. So, after that I went to the clinic UTM to get the first-aid-kit. It was a totally new experience for me to be able to go to the lab. So, I manage to see all the stuff there from the inside =p. One "sakai" guy...
I was in charge of the transport and first-aid-kit for the camp. As for the transport, I did follow hoon chin, Evelyn and swee lee to see one of the "pak cik" at the human resource faculty. But the week after that when they were trying to book the bus after the language game class, I didn't manage to follow them. Basically its because I didn't attend the class on that day. Only after they manage to book the bus I was being told that they manage to book the bus already. So, after that I went to the clinic UTM to get the first-aid-kit. It was a totally new experience for me to be able to go to the lab. So, I manage to see all the stuff there from the inside =p. One "sakai" guy...
I am back. I was busy settling my UPSAID. Anyway, I want to say thank you to all the members of Language Camp. You all help me a lot and did a great job. It made the language camp enjoyable. To Gerald@Abg Ghani, you were very sporting. We got to see your picture with the Kain Sarung infront of the bus. Hehehehe, nice pic. Want to see it? maye we could scan it and put it on board.
Hello, this is the first time I am here after months of its existing. I had technical problem in getting in here but here I am at last. It is nice to read all your message, so many comments and ideas. So, what do I want to type here... well okay, since most of you talked about your contribution to the language camp, I will talk about that too. My BIGGEST contribution would be baing the photographer or the language camp. For a first timer photographer, I think I did well. You all really enjoyed being photograph. Next time we should have more than 3 roles of film so that we can really pose. Need to go for a while, I will come back in a short while, till then, peace.
PRE CAMP
In the first meeting, we were supposed to vote for the committee member. However, in my group, everybody was very eager to held a position in the committee. I had suggested and seconded myself as a treasurer. The other members did not object my suggestion. Well…that is what I always do when forming a committee. I love being a treasurer. I like to hold the power of controlling the money. I feel like a very rich person when I have the money in hand and I always think I’m a very generous person by giving the money to those who need it (even though it was their money).
In the first meeting, we were supposed to vote for the committee member. However, in my group, everybody was very eager to held a position in the committee. I had suggested and seconded myself as a treasurer. The other members did not object my suggestion. Well…that is what I always do when forming a committee. I love being a treasurer. I like to hold the power of controlling the money. I feel like a very rich person when I have the money in hand and I always think I’m a very generous person by giving the money to those who need it (even though it was their money).
LITERATURE REVIEW
Grammar can be defined as the rules of a language, governing the way in which words are put together to convey meaning in different context (Nsamalar, C., Saratha, S. and Teh, S. C., 2001). The importance of grammar here is to enables the language users to put words together in the correct order to communicate ideas and intentions efficiently. However, a person who is able to use grammar correctly does not mean the person is able to explain the rules of grammar. Due to a person may learn grammar rules implicitly, without knowing they are learning the grammar rules or explicitly, learning grammar in a formal way like a teacher teaching his or her students on grammar rules.
Harmer (1988) describes, there are two ways of teaching grammar; covert and overt teaching. In covert grammar teaching, the teacher gets the students involved in using the structure without drawing their attention to grammatical rules. Here, the students will focus on the activity and not the grammar rules. While in overt grammar teaching, the teacher will explains the rules of grammar when presenting the new language. Teacher are given two approach in teacher the rules, first, deductive approach. Teacher will present the rules or patterns and then provide all the practice like exercises. Secondly, teacher may use inductive approach or discovery method, where the students are given a number of samples of sentences containing the target forms and then the teacher guides the students into discovering the rules itself.
There are some who proposed of teaching grammar by itself such as the behaviourist. This can be seen through its drilling technique. In this technique, the teacher will give loads of practice until the students remember the answer due to its repetition. This technique was used during the war to educate the soldier to speak in the enemy’s language in a short period of time. However, this idea was not accepted by some educationist who belief students should learn grammar in meaningful way. In other words, students should know the rules and should be able to apply in their conversation or language usage and not just based on the repetition of usage in sentences.
Grammar is not a simple subject or to be teach. There will be a lot of repetition and rules, which will bore the students. Students will find this a burden and most of the time, students will ignore this topic. Thus, students will find it hard to master the language and this could cause frustration among the teacher. Therefore, it is important for teacher to come up with ideas to make the lesson interesting. This is where games play its role.
Game is a fun way to learn something. For example, in Suggestopedia Method, where a lot of activities are involved, students will enjoy the lesson. Thus, giving an effective input towards the students. Cognitivists view language learning as an active process in which learners are constantly required to think and make sense of new information they receive, to seek to discover the underlying rules or apply them to make original sentences. It also believes errors as a sign of learning (Nsamalar, C., Saratha, S. and Teh, S. C., 2001).
In the game chosen, students will be taught simple grammar rule, part of speech; nouns, verb and adjectives. These are the basic part of speech that speaker should know. For this game, teacher or facilitator will have to recall or to have short period of time to discuss with the students of these three parts of speech. Some students may not realise they have known this topic. Students will be let to discuss in groups for answers since we believe students will learn better if they are let to communicate or interact with each other. They will get better input by working together rather than learning and doing the activity by themselves, individually. The goal of this game is for the students to be able to name and differentiate nouns, verb and adjectives. It also to help the students to apply this knowledge in their everyday language usage.
By the end of the game, the goal of the game should be achieve. Students should be able to name and differentiate these categories. The game is suitable for the beginners and can be played in and outside the classroom.
References:
Brown, H. D. (1994) Teching By Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents
Lightbown, P. M. and Spada, N. (1999) How Language are Learned. Hong Kong: Oxford University Press
Nesamalar, C., Saratha, S., and Teh, S. C. (2001) ELT Methodology: Principles and Practice. Selangor: Penerbit Fajar Bakti
Grammar can be defined as the rules of a language, governing the way in which words are put together to convey meaning in different context (Nsamalar, C., Saratha, S. and Teh, S. C., 2001). The importance of grammar here is to enables the language users to put words together in the correct order to communicate ideas and intentions efficiently. However, a person who is able to use grammar correctly does not mean the person is able to explain the rules of grammar. Due to a person may learn grammar rules implicitly, without knowing they are learning the grammar rules or explicitly, learning grammar in a formal way like a teacher teaching his or her students on grammar rules.
Harmer (1988) describes, there are two ways of teaching grammar; covert and overt teaching. In covert grammar teaching, the teacher gets the students involved in using the structure without drawing their attention to grammatical rules. Here, the students will focus on the activity and not the grammar rules. While in overt grammar teaching, the teacher will explains the rules of grammar when presenting the new language. Teacher are given two approach in teacher the rules, first, deductive approach. Teacher will present the rules or patterns and then provide all the practice like exercises. Secondly, teacher may use inductive approach or discovery method, where the students are given a number of samples of sentences containing the target forms and then the teacher guides the students into discovering the rules itself.
There are some who proposed of teaching grammar by itself such as the behaviourist. This can be seen through its drilling technique. In this technique, the teacher will give loads of practice until the students remember the answer due to its repetition. This technique was used during the war to educate the soldier to speak in the enemy’s language in a short period of time. However, this idea was not accepted by some educationist who belief students should learn grammar in meaningful way. In other words, students should know the rules and should be able to apply in their conversation or language usage and not just based on the repetition of usage in sentences.
Grammar is not a simple subject or to be teach. There will be a lot of repetition and rules, which will bore the students. Students will find this a burden and most of the time, students will ignore this topic. Thus, students will find it hard to master the language and this could cause frustration among the teacher. Therefore, it is important for teacher to come up with ideas to make the lesson interesting. This is where games play its role.
Game is a fun way to learn something. For example, in Suggestopedia Method, where a lot of activities are involved, students will enjoy the lesson. Thus, giving an effective input towards the students. Cognitivists view language learning as an active process in which learners are constantly required to think and make sense of new information they receive, to seek to discover the underlying rules or apply them to make original sentences. It also believes errors as a sign of learning (Nsamalar, C., Saratha, S. and Teh, S. C., 2001).
In the game chosen, students will be taught simple grammar rule, part of speech; nouns, verb and adjectives. These are the basic part of speech that speaker should know. For this game, teacher or facilitator will have to recall or to have short period of time to discuss with the students of these three parts of speech. Some students may not realise they have known this topic. Students will be let to discuss in groups for answers since we believe students will learn better if they are let to communicate or interact with each other. They will get better input by working together rather than learning and doing the activity by themselves, individually. The goal of this game is for the students to be able to name and differentiate nouns, verb and adjectives. It also to help the students to apply this knowledge in their everyday language usage.
By the end of the game, the goal of the game should be achieve. Students should be able to name and differentiate these categories. The game is suitable for the beginners and can be played in and outside the classroom.
References:
Brown, H. D. (1994) Teching By Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents
Lightbown, P. M. and Spada, N. (1999) How Language are Learned. Hong Kong: Oxford University Press
Nesamalar, C., Saratha, S., and Teh, S. C. (2001) ELT Methodology: Principles and Practice. Selangor: Penerbit Fajar Bakti
Literature Review of CROSSWORD BUILDING.
Written by Nurul Atifah Abdullah and Baizura Mohd Zainon (4 SPL).
“There is one English word that is known everywhere. The word is cowboy.”
(Allen, 1994:7)
Since the standard of English has been deteriorating these days, a lot of people find it essential for teachers to implement new teaching methods in English classes. This then brings us to the usage of language games in classroom to teach vocabulary. We cannot deny that by learning vocabulary, students will get the access of learning the structure of the Standard English.
One thing that accounts for today’s concern with the learning of vocabulary is the fact that students are taking an interest in the study of word meanings. This attitude also helps teachers to carry out a lot of vocabulary lesson successfully. Teachers have never doubted the value of learning vocabulary. They know how communication stops when learners lack the necessary words. Therefore, teaching vocabulary should not be delayed until the grammar is mastered (Allen, 1994).
In the Crossword Building Game, students will get the chance to test the capacity of their vocabularies that have been acquired. The game is simple and sustainable to all students. What makes it interesting is that students need to build a crossword puzzle based on words that had been given before that. The building of crossword is some sort of like playing Scrabble, but in this game the students are given the freedom to build any words, as long as they are a 4 to 6 letter word.
If you play the game, you will be able to experience the importance of acquiring vocabularies and using thinking ability to derive one new word from the existing ones. Somehow, you also need to have a creative thinking to build pattern of the crossword during the given time. The game is not particularly simulation games. They are designed to give practise to students. Rather, they are also intended to facilitate students’ use of vocabulary of the language by bringing their attention to the various words that they have acquired.
The Crossword Building can be easily done without much explanation. It would be necessary to remind students that rather like doing jigsaw puzzles, they are building words by putting meaningful ‘bits’ of structure or morphemes together (Shepherd, 1993). For example, in English, we frequently construct plural words by adding the morpheme –s to the end of a singular word. That kind of morphemes adds some meaning to a word but they do not change the word syntactically or semantically in any fundamental way (Shepherd, 1993).
Referring to a ‘model’ described in the Report of Committee of Inquiry into teaching of English Language, chaired by Sir John Kingman, (1988), the Crossword Building fulfils 3 parts of the model. The 3 parts are the forms of English language (sounds, letters, words, sentences and how these relate to meaning), communication and comprehension (how speakers and writers communicate to describe a vocabulary and how listeners or readers understand them) and acquisition and development (how the child acquires and develops the language).
The model above is also supported by Ferdinand de Saussure, a Swiss linguist, who said that whatever players conclude in the game, their chances of success must be increased by their experience of explicit learning about language and its place in human life. The game, with their experiential approach to the acquisition of critical linguistic knowledge and skill, are thus one way of helping children to have their effective say, individually and collectively, in school and in their adult lives.
As a conclusion, learning language especially vocabulary through games can really helps students to acquire the language explicitly. Therefore, it is essential for teachers to vary their teaching methods using a lot of language games to capture the students’ attention and interests.
References
Allen, V. F. (1994). Techniques In Teaching Vocabulary. New York: Oxford University
Press.
Shepherd, V. (1993). Playing the Language Game. Buckingham: Open University
Press.
Written by Nurul Atifah Abdullah and Baizura Mohd Zainon (4 SPL).
“There is one English word that is known everywhere. The word is cowboy.”
(Allen, 1994:7)
Since the standard of English has been deteriorating these days, a lot of people find it essential for teachers to implement new teaching methods in English classes. This then brings us to the usage of language games in classroom to teach vocabulary. We cannot deny that by learning vocabulary, students will get the access of learning the structure of the Standard English.
One thing that accounts for today’s concern with the learning of vocabulary is the fact that students are taking an interest in the study of word meanings. This attitude also helps teachers to carry out a lot of vocabulary lesson successfully. Teachers have never doubted the value of learning vocabulary. They know how communication stops when learners lack the necessary words. Therefore, teaching vocabulary should not be delayed until the grammar is mastered (Allen, 1994).
In the Crossword Building Game, students will get the chance to test the capacity of their vocabularies that have been acquired. The game is simple and sustainable to all students. What makes it interesting is that students need to build a crossword puzzle based on words that had been given before that. The building of crossword is some sort of like playing Scrabble, but in this game the students are given the freedom to build any words, as long as they are a 4 to 6 letter word.
If you play the game, you will be able to experience the importance of acquiring vocabularies and using thinking ability to derive one new word from the existing ones. Somehow, you also need to have a creative thinking to build pattern of the crossword during the given time. The game is not particularly simulation games. They are designed to give practise to students. Rather, they are also intended to facilitate students’ use of vocabulary of the language by bringing their attention to the various words that they have acquired.
The Crossword Building can be easily done without much explanation. It would be necessary to remind students that rather like doing jigsaw puzzles, they are building words by putting meaningful ‘bits’ of structure or morphemes together (Shepherd, 1993). For example, in English, we frequently construct plural words by adding the morpheme –s to the end of a singular word. That kind of morphemes adds some meaning to a word but they do not change the word syntactically or semantically in any fundamental way (Shepherd, 1993).
Referring to a ‘model’ described in the Report of Committee of Inquiry into teaching of English Language, chaired by Sir John Kingman, (1988), the Crossword Building fulfils 3 parts of the model. The 3 parts are the forms of English language (sounds, letters, words, sentences and how these relate to meaning), communication and comprehension (how speakers and writers communicate to describe a vocabulary and how listeners or readers understand them) and acquisition and development (how the child acquires and develops the language).
The model above is also supported by Ferdinand de Saussure, a Swiss linguist, who said that whatever players conclude in the game, their chances of success must be increased by their experience of explicit learning about language and its place in human life. The game, with their experiential approach to the acquisition of critical linguistic knowledge and skill, are thus one way of helping children to have their effective say, individually and collectively, in school and in their adult lives.
As a conclusion, learning language especially vocabulary through games can really helps students to acquire the language explicitly. Therefore, it is essential for teachers to vary their teaching methods using a lot of language games to capture the students’ attention and interests.
References
Allen, V. F. (1994). Techniques In Teaching Vocabulary. New York: Oxford University
Press.
Shepherd, V. (1993). Playing the Language Game. Buckingham: Open University
Press.
POST MORTEM
In my opinion, the Language Camp had been a very succesful one due to the co-operation from all those who were involved in it. Ou Language Camp was held from the 9th till the 11th of august. It has been weeks but the memory of that Camp is still fresh in all of our minds.Although the students were young, they were very energetic and active. They took part in everything very enthusiastically even those who did not have a very good command of English. They tried their best in everything they did and it was very obvious that they were very co-operative as it was during the drama presentation. I had a wonderful time facilitating the young ones of my group which was called 'The Genius Kids' with the help of my very co-operative and responsible partner, Evelyn who was our Director for our group. We taught the kids some intellectual games, songs and helped them with rheir drama presentation. Our group got the second place which I think was not too bad. The morning exercise was good enough to wake the students up from their dreamland and prepare them for the full of fun day. The weather was great too and everything went on well as planned except for the last day when we were leaving. It was a liitle messy then. Jeyanthi and I were in charge of the food and we made sure that food was served when it was time to eat and most of the time, we felt like attacking the food first because the food was really good. Thanx a million to the volunteers who offered themselves to cook great meals for us including my 'mak angkat'.Jeyanthi and I were also in charge of the drama presentation which was on the last day of the camp. It was fun to see young kids acting and reminded me of my school days. How I missed them!! It was a great show for all of us.I am also very sure that all the kids enjoyed their Language Camp as well. The games played were also very challenging and SUSTAINABLE for the kids, thanx to all of those who came up with really mind-blowing games.I would like to thank again to all those who were actively involved for all your co-operation and help. We made a succesful Language Camp. Excellent performance!!
In my opinion, the Language Camp had been a very succesful one due to the co-operation from all those who were involved in it. Ou Language Camp was held from the 9th till the 11th of august. It has been weeks but the memory of that Camp is still fresh in all of our minds.Although the students were young, they were very energetic and active. They took part in everything very enthusiastically even those who did not have a very good command of English. They tried their best in everything they did and it was very obvious that they were very co-operative as it was during the drama presentation. I had a wonderful time facilitating the young ones of my group which was called 'The Genius Kids' with the help of my very co-operative and responsible partner, Evelyn who was our Director for our group. We taught the kids some intellectual games, songs and helped them with rheir drama presentation. Our group got the second place which I think was not too bad. The morning exercise was good enough to wake the students up from their dreamland and prepare them for the full of fun day. The weather was great too and everything went on well as planned except for the last day when we were leaving. It was a liitle messy then. Jeyanthi and I were in charge of the food and we made sure that food was served when it was time to eat and most of the time, we felt like attacking the food first because the food was really good. Thanx a million to the volunteers who offered themselves to cook great meals for us including my 'mak angkat'.Jeyanthi and I were also in charge of the drama presentation which was on the last day of the camp. It was fun to see young kids acting and reminded me of my school days. How I missed them!! It was a great show for all of us.I am also very sure that all the kids enjoyed their Language Camp as well. The games played were also very challenging and SUSTAINABLE for the kids, thanx to all of those who came up with really mind-blowing games.I would like to thank again to all those who were actively involved for all your co-operation and help. We made a succesful Language Camp. Excellent performance!!
Sunday, August 25, 2002
POST MORTEM
This posting is about the Language Camp. For me personally it was fun and interesting but tiring, of course. The pupils were really active except for some of them, who were very passive and shy, especially Zultex (Yatie and I facilitated that group). But then frankly speaking, some of the pupils are really good in English. Though they do not know how to make sentences, I mean express themselves in English sentences, at least they know how to spell the words, even some difficult words. Some of them can even understand some difficult words. That's was very encouraging for me! But then the sad part is that they did not understand what we were talking about. Maybe we used to professional words/language. Hehehe...anyway, at least they get our points right? And guess what, they learnt one most famous word: FANTASTIC. That was really so great!!! Fidhah or Mimi actually told them this word once only and they remembered it till the end of the camp! Wow!!! As for the games, I believe things went well and the pupils learnt something (a lot I think) especially vocabulary. Thanks to Mimi and Siti D for preparing the materials, and to everyone who helped out!!! Thanks to everyone for creating the games!!! Brilliant!!! One of the pupils in Zultex actually knows how to spell GRASSHOPPER which she did not know only after I spelt once for everyone. Brilliant, isn't she? I was very motivated by her and some other pupils. One even know how to spell RUBBER-TAPPER! Wow!!! But then some were very disappointing and discouraging in the sense they have no motivation to learn. Some were very ego and moody. I hate that!!! Anyway, I was really very happy when I heard the pupils using the vocabulary they learnt in the games before. They actually remembered and used the vocabulary in other games. Very good pupils, I'm telling you seriously. I believe they will be very good in English if the teachers put in more effort giving them motivation to learn. As for the programme, though things didn't go as scheduled, everything went on pretty well and smoothly. So, great job to Fidhah!!! And everyone!!! Well done!!! Oh by the way, the songs! The pupils really love singing and dancing. It was fun and FANTASTIC watching them dancing and singing so energetically!!! The Boogie-Boogie and The Side songs were really fun for the kids. And it was fun watching them doing the boogie-boogie!!! Soooo.... cute!!! Also It's a Small World, Ba Baa Black Sheep and some other songs were great too! I believe they enjoyed themselves very much though it was really tiring for them and us!!! Some of us actually lost our voice as we had to speak really loudly in order for the pupils to heard and understood us. They were indeed very loud and noisy. But then overall it was fun and enjoyable. Oh yaaa...regarding the teachers and parents there...they were really very helpful and friendly. The welcoming team was great. It was really grand for us. So many people greeted us at the gate!!! FANTASTIC!!! And besides the food was great!!! We actually had six meals per day EXCLUDING the meals we had in our foster parents' home!!! Wow!!! Really too much!!! I felt like I was eating all the time. Sooo full man!!! Kind of feel horrible when I recall. Hehehe...and for another group's information, each one of us had our own foster family!!! Hiak hiak hiak!!! Lucky aren't we? They really loved us and took care of us with so much care and love!!! My foster family gave me so much love, care and even presents. I am really touched and somehow felt very disappointed for not being able to give them much. Hope I could visit them again before I graduate. Well, basically this camp was really great as I gained lots of experience (about handling pupils in camps, games, how to organise camps for pupils, Malay culture especially and a lot more. Well, experience is the best teacher!!! You and I know that!!! I would like to tell everyone that you had done a great job!!! I hope Mr. G approves this. :) And thanks to the school teachers, the school organising committee, our foster families, pupils and their parents, Mr. G, Mr. Faruk, Dr. Norazman, Miss Fatimah, Evelyn and all the TESL committee members for making this camp a success and a memorable one for me and hopefully for all of you too!!! Well done!!! And do have a good rest!!!
This posting is about the Language Camp. For me personally it was fun and interesting but tiring, of course. The pupils were really active except for some of them, who were very passive and shy, especially Zultex (Yatie and I facilitated that group). But then frankly speaking, some of the pupils are really good in English. Though they do not know how to make sentences, I mean express themselves in English sentences, at least they know how to spell the words, even some difficult words. Some of them can even understand some difficult words. That's was very encouraging for me! But then the sad part is that they did not understand what we were talking about. Maybe we used to professional words/language. Hehehe...anyway, at least they get our points right? And guess what, they learnt one most famous word: FANTASTIC. That was really so great!!! Fidhah or Mimi actually told them this word once only and they remembered it till the end of the camp! Wow!!! As for the games, I believe things went well and the pupils learnt something (a lot I think) especially vocabulary. Thanks to Mimi and Siti D for preparing the materials, and to everyone who helped out!!! Thanks to everyone for creating the games!!! Brilliant!!! One of the pupils in Zultex actually knows how to spell GRASSHOPPER which she did not know only after I spelt once for everyone. Brilliant, isn't she? I was very motivated by her and some other pupils. One even know how to spell RUBBER-TAPPER! Wow!!! But then some were very disappointing and discouraging in the sense they have no motivation to learn. Some were very ego and moody. I hate that!!! Anyway, I was really very happy when I heard the pupils using the vocabulary they learnt in the games before. They actually remembered and used the vocabulary in other games. Very good pupils, I'm telling you seriously. I believe they will be very good in English if the teachers put in more effort giving them motivation to learn. As for the programme, though things didn't go as scheduled, everything went on pretty well and smoothly. So, great job to Fidhah!!! And everyone!!! Well done!!! Oh by the way, the songs! The pupils really love singing and dancing. It was fun and FANTASTIC watching them dancing and singing so energetically!!! The Boogie-Boogie and The Side songs were really fun for the kids. And it was fun watching them doing the boogie-boogie!!! Soooo.... cute!!! Also It's a Small World, Ba Baa Black Sheep and some other songs were great too! I believe they enjoyed themselves very much though it was really tiring for them and us!!! Some of us actually lost our voice as we had to speak really loudly in order for the pupils to heard and understood us. They were indeed very loud and noisy. But then overall it was fun and enjoyable. Oh yaaa...regarding the teachers and parents there...they were really very helpful and friendly. The welcoming team was great. It was really grand for us. So many people greeted us at the gate!!! FANTASTIC!!! And besides the food was great!!! We actually had six meals per day EXCLUDING the meals we had in our foster parents' home!!! Wow!!! Really too much!!! I felt like I was eating all the time. Sooo full man!!! Kind of feel horrible when I recall. Hehehe...and for another group's information, each one of us had our own foster family!!! Hiak hiak hiak!!! Lucky aren't we? They really loved us and took care of us with so much care and love!!! My foster family gave me so much love, care and even presents. I am really touched and somehow felt very disappointed for not being able to give them much. Hope I could visit them again before I graduate. Well, basically this camp was really great as I gained lots of experience (about handling pupils in camps, games, how to organise camps for pupils, Malay culture especially and a lot more. Well, experience is the best teacher!!! You and I know that!!! I would like to tell everyone that you had done a great job!!! I hope Mr. G approves this. :) And thanks to the school teachers, the school organising committee, our foster families, pupils and their parents, Mr. G, Mr. Faruk, Dr. Norazman, Miss Fatimah, Evelyn and all the TESL committee members for making this camp a success and a memorable one for me and hopefully for all of you too!!! Well done!!! And do have a good rest!!!
LITERATURE REVIEW FOR SNAKES AND LADDERS
According the Longman Dictionary of Language Teaching and Applied Linguistics (Richard et al 1992) language games are defined as organized activities with the following elements:
a) a set of rules
b) certain objectives
c) competition between players
d) communication between players by spoken or written language
One example of language games is Snakes and Ladders which is based on a few language learning theories.
One of the theory is Collaborative Learning. Based on this theory, learning is regarded as a naturally social act whereby students interact with each other and from the interaction learning will take place (Gerlach 1994). This is evident in Snakes and Ladders whereby students are constantly interacting with their group members when they identify and spell out the singular or plural nouns. From the interaction they will then learn the singular and plural nouns.
Besides that, this game is also based on the Silent Way theory. The main aim of this theory is for the students to use the language for self-expression (Gattegno 1972). In order for that to happen, students need to be independent and develop learning themselves. This game provides students with the opportunity to do so. At first the teacher sets up a situation that focuses the students' attention on the singular and plural nouns. After that, the teacher remains silent throughout the game encouraging the students to explore the language and to develop their own criteria for correctness. The students are also encouraged to self-correct because based on the Silent Way theory, learning will not take place if the teacher always provides the correct answer without giving a chance for the students to discover the errors and to correct the errors themselves.
This game is also based on peer correction or peer assessment. Each member of a group have a chance to decide on what is the correct answer whenever a student identify and spell out the singular or plural nouns. This form of peer correction or peer assessment can be very beneficial to promote the learning of the singular and plural nouns beacuse it can increase the students awareness about the range of solutions to the problems (Gibbs et al 1986).
References
Gattegno, C. (1972). Teaching Foreign Languages in Schools: The Silent Way. 2d ed. New York: Educational Solutions, Inc
Gibbs et al (1986). 53 Interesting Ways to Assess Your Students. Bistrol, Technical and Educational Services.
Richard et al (1992). Longman Dictionary of Language Teaching and Applied Linguistics. United Kingdom: Longman
According the Longman Dictionary of Language Teaching and Applied Linguistics (Richard et al 1992) language games are defined as organized activities with the following elements:
a) a set of rules
b) certain objectives
c) competition between players
d) communication between players by spoken or written language
One example of language games is Snakes and Ladders which is based on a few language learning theories.
One of the theory is Collaborative Learning. Based on this theory, learning is regarded as a naturally social act whereby students interact with each other and from the interaction learning will take place (Gerlach 1994). This is evident in Snakes and Ladders whereby students are constantly interacting with their group members when they identify and spell out the singular or plural nouns. From the interaction they will then learn the singular and plural nouns.
Besides that, this game is also based on the Silent Way theory. The main aim of this theory is for the students to use the language for self-expression (Gattegno 1972). In order for that to happen, students need to be independent and develop learning themselves. This game provides students with the opportunity to do so. At first the teacher sets up a situation that focuses the students' attention on the singular and plural nouns. After that, the teacher remains silent throughout the game encouraging the students to explore the language and to develop their own criteria for correctness. The students are also encouraged to self-correct because based on the Silent Way theory, learning will not take place if the teacher always provides the correct answer without giving a chance for the students to discover the errors and to correct the errors themselves.
This game is also based on peer correction or peer assessment. Each member of a group have a chance to decide on what is the correct answer whenever a student identify and spell out the singular or plural nouns. This form of peer correction or peer assessment can be very beneficial to promote the learning of the singular and plural nouns beacuse it can increase the students awareness about the range of solutions to the problems (Gibbs et al 1986).
References
Gattegno, C. (1972). Teaching Foreign Languages in Schools: The Silent Way. 2d ed. New York: Educational Solutions, Inc
Gibbs et al (1986). 53 Interesting Ways to Assess Your Students. Bistrol, Technical and Educational Services.
Richard et al (1992). Longman Dictionary of Language Teaching and Applied Linguistics. United Kingdom: Longman
My GREATEST contribution for Language Camp =p
As what I have mention the other day during class, my greatest contribution is to teach the students English. Actually all of us did a very good job! Bravo! Hopefully they learn something from the camp or else they won't invite UTM students to conduct another language camp. To me, they (the people at Tenggaroh 3) are like having a very high expection from us to teach the students. When I was at Tenggarog 3, I notice that the villager there have "a kind of look" on their faces. I really don't know if I'm just sensitive but I really feel they have a high expection on us. Maybe thery are just too friendly =) This is the first time I feel teaching is a noble. Anyway, I really enjoy myself being with the kids. Somehow it just make me feel old.
As what I have mention the other day during class, my greatest contribution is to teach the students English. Actually all of us did a very good job! Bravo! Hopefully they learn something from the camp or else they won't invite UTM students to conduct another language camp. To me, they (the people at Tenggaroh 3) are like having a very high expection from us to teach the students. When I was at Tenggarog 3, I notice that the villager there have "a kind of look" on their faces. I really don't know if I'm just sensitive but I really feel they have a high expection on us. Maybe thery are just too friendly =) This is the first time I feel teaching is a noble. Anyway, I really enjoy myself being with the kids. Somehow it just make me feel old.
SNAKE AND LADDER (GAME)
LITERATURE REVIEW
Basically Snake and Ladder is based on three theories: Silent Way, collaborative learning and peer assessment.
SILENT WAY
According to Caleb Gattegno's Silent Way (1972), teaching should be subordinated to learning, which means the teacher works with the student and the student works with the language. Silent Way allows students to make use of what they know and free themselves from any obstacles that would interfere with giving their utmost attention to the learning. They gain autonomy and actively engaged in exploring the language and by making choices. Students are able to use language for self-expression - to express thoughts, perceptions and feelings.
Self-correction is the main aspect in Silent Way that helps to facilitate language learning. Students develop own "inner criteria" for correctness - to trust and to be responsible for their own production in the target language. Students learn to rely on each other and themselves. Students are encouraged throughout the learning to co-operate with one another. This student-student verbal interaction is desirable because it enables students to learn from one another. Moreover, this interaction creates a relaxed and enjoyable learning environment.
As for the teacher, he or she remains silent but then still very active in the sense the teacher sets up situations to "force students' awareness" and also listening attentively to students' speech. Apart from that, teacher silently works with students on their production, in getting them to self-correct. Students' errors are seen as natural, indispensable part of the learning process. When the teacher does speak, it is to give clues to the students, not to model the language. Teacher would supply the correct language, but as a last resort where all self-correction options failed.
Teacher acts as a technician or engineer by giving what help is necessary and focus on students' perceptions. Teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves. Therefore, teacher gives only what the students absolutely need to promote their learning. Apart from that, the teacher does not praise or criticise students' behaviour since this would interfere with students developing their own inner criteria.
Silence is a tool. It helps to foster autonomy, or the exercise of initiative. Silence also removes the teacher from the center of attention so he or she can closely listen and observe the students' behaviour. Teacher's silence frees him or her to attend to the students and to be aware of their immediate learning needs from their behaviour. The teacher's silence also encourages group co-operation, which is desirable.
COLLABORATIVE LEARNING & PEER ASSESSMENT
Collaborative learning is an educational approach to teaching and learning, which involves groups of students working together to solve a problem, to complete a task and to create a product. According to Gerlach (1994), collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through talk that learning occurs. For learners to retain and comprehend knowledge, it must be placed in a conceptual framework. In the small group setting, the learner has the opportunity to rehearse their understanding with other and to be exposed to other conceptual constructs.
Collaborative learning also enhances peer correction or assessment. Peer assessment helps to develop critical appraisal skills (Jaques, 1991), increase awareness of a range of solutions to problems (Gibbs, 1981; Gibbs et al., 1986), develop reflective skills (Schon, 1983, 1987), and contribute to development of self-reliant and self-directed learners (Boud, 1991; Brown & Knight, 1994; Boud & Holmes, 1995).
REFERENCES
Boud, D. (1991). Implementing Student Self-assessment. Cited in A. Sivan (2000). The Implementation of Peer Assessment: An Action Research Approach. Assessment in Education. 7(2). 193-213.
Boud, D. and Holmes, H. (1995). Peer and Self Marking in a Large Technical Subject, in: D. Boud (Ed.) Enhancing Learning through Self Assessment, pp. 63-78. Cited in A. Sivan (2000). The Implementation of Peer Assessment: An Action Research Approach. Assessment in Education. 7(2). 193-213.
Brown, B. and Knight, P. (1994). Assessing Learners in Higher Education. Cited in A. Sivan (2000). The Implementation of Peer Assessment: An Action Research Approach. Assessment in Education. 7(2). 193-213.
Gattegno, C. (1972). Teaching Foreign Languages in Schools: The Silent Way. 2d ed. New York: Educational Solutions, Inc.
LITERATURE REVIEW
Basically Snake and Ladder is based on three theories: Silent Way, collaborative learning and peer assessment.
SILENT WAY
According to Caleb Gattegno's Silent Way (1972), teaching should be subordinated to learning, which means the teacher works with the student and the student works with the language. Silent Way allows students to make use of what they know and free themselves from any obstacles that would interfere with giving their utmost attention to the learning. They gain autonomy and actively engaged in exploring the language and by making choices. Students are able to use language for self-expression - to express thoughts, perceptions and feelings.
Self-correction is the main aspect in Silent Way that helps to facilitate language learning. Students develop own "inner criteria" for correctness - to trust and to be responsible for their own production in the target language. Students learn to rely on each other and themselves. Students are encouraged throughout the learning to co-operate with one another. This student-student verbal interaction is desirable because it enables students to learn from one another. Moreover, this interaction creates a relaxed and enjoyable learning environment.
As for the teacher, he or she remains silent but then still very active in the sense the teacher sets up situations to "force students' awareness" and also listening attentively to students' speech. Apart from that, teacher silently works with students on their production, in getting them to self-correct. Students' errors are seen as natural, indispensable part of the learning process. When the teacher does speak, it is to give clues to the students, not to model the language. Teacher would supply the correct language, but as a last resort where all self-correction options failed.
Teacher acts as a technician or engineer by giving what help is necessary and focus on students' perceptions. Teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves. Therefore, teacher gives only what the students absolutely need to promote their learning. Apart from that, the teacher does not praise or criticise students' behaviour since this would interfere with students developing their own inner criteria.
Silence is a tool. It helps to foster autonomy, or the exercise of initiative. Silence also removes the teacher from the center of attention so he or she can closely listen and observe the students' behaviour. Teacher's silence frees him or her to attend to the students and to be aware of their immediate learning needs from their behaviour. The teacher's silence also encourages group co-operation, which is desirable.
COLLABORATIVE LEARNING & PEER ASSESSMENT
Collaborative learning is an educational approach to teaching and learning, which involves groups of students working together to solve a problem, to complete a task and to create a product. According to Gerlach (1994), collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through talk that learning occurs. For learners to retain and comprehend knowledge, it must be placed in a conceptual framework. In the small group setting, the learner has the opportunity to rehearse their understanding with other and to be exposed to other conceptual constructs.
Collaborative learning also enhances peer correction or assessment. Peer assessment helps to develop critical appraisal skills (Jaques, 1991), increase awareness of a range of solutions to problems (Gibbs, 1981; Gibbs et al., 1986), develop reflective skills (Schon, 1983, 1987), and contribute to development of self-reliant and self-directed learners (Boud, 1991; Brown & Knight, 1994; Boud & Holmes, 1995).
REFERENCES
Boud, D. (1991). Implementing Student Self-assessment. Cited in A. Sivan (2000). The Implementation of Peer Assessment: An Action Research Approach. Assessment in Education. 7(2). 193-213.
Boud, D. and Holmes, H. (1995). Peer and Self Marking in a Large Technical Subject, in: D. Boud (Ed.) Enhancing Learning through Self Assessment, pp. 63-78. Cited in A. Sivan (2000). The Implementation of Peer Assessment: An Action Research Approach. Assessment in Education. 7(2). 193-213.
Brown, B. and Knight, P. (1994). Assessing Learners in Higher Education. Cited in A. Sivan (2000). The Implementation of Peer Assessment: An Action Research Approach. Assessment in Education. 7(2). 193-213.
Gattegno, C. (1972). Teaching Foreign Languages in Schools: The Silent Way. 2d ed. New York: Educational Solutions, Inc.
LITERATURE REVIEW
Vocabulary constitutes the words that make up a language. In using language to express feelings and ideas and also to communicate with one another, words are used. The words one chooses to communicate, determines the accuracy and also the clarity of the message. Various reasons affect the development of vocabulary in learners. Words learnt through active use are more likely to be remembered than words which have merely been read or heard.
The focus on vocabulary in language teaching has occasionally varied over the years. With audio-lingualism, grammar was stressed leaving vocabulary looked upon as less important. Then came the shift to communicative language teaching somewhere in the 1970’s. With it came the shift of vocabulary to a more important role. Comprehension-based approaches such as the Natural Approach also emphasises the importance of learning vocabulary in the early stages of language learning.
The importance of learning vocabulary can be seen clearly in the Malaysian syllabi for English at both the primary and also secondary level. There is a section of the content recommendation that lists a word list comprising key vocabulary items relevant to specific topic areas.
There are a number of approaches that can be used to teach language. Each and every approach or combination of approaches require the imagination and also the resourcefulness of the teacher in order to present instruction that is both interesting and meaningful in manner.
It is common knowledge among teachers and educators that learning is most likely to occur when pupils are involved. Therefore, the reading instructions of teachers are designed to meet the needs of the students. Creative teachers add extra zest to their language learning activities in the sense that they use eclectic approaches. Even their basic skill instruction never seems to be lacking in ideas.
Creative teaching ideas are truly the energizers that can be used to liven up any type of language learning activity. One effective way to do so is by using games in the classroom, which brings us to language games in the classroom. The best part about using language games to teach is that the students use and learn English through having fun. The classes are made educational and also exciting and fun.
These activities stem from a humanistic philosophy of learning. This philosophy places students at its core. The teacher plays the role of empowering learning through ‘whole person’ involvement. With an over-emphasis on cognitive learning, the affective domain has been neglected. Students need to be involved in the learning process. This is because students will not learn unless they enjoy the learning.
Two games have been chosen. The first is ‘Word Mystery: What Can You See?’ In this game, the students have to make up words from a certain word given. The purpose of this game is to enable students to learn, review and expand their use of vocabulary. Through this game, the teacher can also reinforce spelling and at the same time reinforce vocabulary.
This game is suitable for students of any level. The main word that is given can be changed to more difficult words, as in it will be difficult to make up words from the given word. This game is also sustainable in nature. The student can play this game alone at home without the supervision of a teacher. The students can look up the words made up in the dictionary to check the spelling and also to look for any other suitable words that can be used.
This game can be used by teachers’ in the classroom. It does not require many materials, just a piece of paper. The student uses his or her creative ability to see what words can be made up from the initial words. To make the game even more challenging, the rules can be altered. For instance, for a lower ability class, the teacher will request them to make up words with 2 or more letters.
On the other hand, for an advanced class, the teacher can request the students to make up words with 4 or more letters. For our game, we want the students to come up with 20 words but more words can be made up. Thus, the students can be given a time limit and allowed to find as many words as they can. We have stressed on the ability to come up 20 words so as to also stress on who can find words faster.
The second game, ‘Charade’ is an effective way to teach students to put ideas into language. When a students is acting out the word given and the other friends are guessing, they are all indirectly putting their thoughts into language without them really knowing that they are doing so.
This game can also effectively communicate ideas, feelings, thoughts and solutions through body movements. This covers the affective and kinaesthetic domain of learning. Finally, through this game inventiveness in non-verbal communication skills are encouraged. Once again this touches the kinaesthetic and affective domain of learning.
This game can only be played in a group. This encourages teamwork between the members of a group. Groupware is a good way to let students learn. They can ask their friends questions that they are to shy to ask their teacher. In other words collaborative learning takes place. In contrast to collaborative learning, students in teacher-centred activities primarily respond to questions asked by the teacher and rarely initiate speech.
The game ‘Charade’ can be played not only in classrooms but also at parties and so on, thus enabling the learning process of vocabulary to go on outside the class. Thus, this game is also sustainable in nature. It does not require any materials, but there has to be someone who sets up the game, as in sets up the words or phrases that are to be acted out. This person then cannot play but will act as a judge.
In conclusion, when selecting a game, teachers should keep in mind that many of the activities can be put down on paper for either independent or small groups. This allows the students to work with nominal teacher supervision.
When selecting ideas, an appropriate game should be chosen to meet certain skills of students. Language games are a very effective way to teach students vocabulary, and with that train of thought have we chosen the games that we have chosen.
The two games that we have chosen are sustainable in nature and can be used to effectively improve the student’s command of vocabulary. The difficulty of the game can be easily controlled by altering the rules that govern the game. Therefore, the two games that we have shoes are suitable to be used as language games in and also out of the classroom.
REFERENCE
v Chitravelu, N., Sithamparam, S. and The Soon Choon. (1995).ELT Methodology- Principles and Practice. Penerbit Fajar Bakti.
v Thompson, R. A.1973. Energizers for Reading Instruction. New York: Parker Publishing Company, Inc.
Vocabulary constitutes the words that make up a language. In using language to express feelings and ideas and also to communicate with one another, words are used. The words one chooses to communicate, determines the accuracy and also the clarity of the message. Various reasons affect the development of vocabulary in learners. Words learnt through active use are more likely to be remembered than words which have merely been read or heard.
The focus on vocabulary in language teaching has occasionally varied over the years. With audio-lingualism, grammar was stressed leaving vocabulary looked upon as less important. Then came the shift to communicative language teaching somewhere in the 1970’s. With it came the shift of vocabulary to a more important role. Comprehension-based approaches such as the Natural Approach also emphasises the importance of learning vocabulary in the early stages of language learning.
The importance of learning vocabulary can be seen clearly in the Malaysian syllabi for English at both the primary and also secondary level. There is a section of the content recommendation that lists a word list comprising key vocabulary items relevant to specific topic areas.
There are a number of approaches that can be used to teach language. Each and every approach or combination of approaches require the imagination and also the resourcefulness of the teacher in order to present instruction that is both interesting and meaningful in manner.
It is common knowledge among teachers and educators that learning is most likely to occur when pupils are involved. Therefore, the reading instructions of teachers are designed to meet the needs of the students. Creative teachers add extra zest to their language learning activities in the sense that they use eclectic approaches. Even their basic skill instruction never seems to be lacking in ideas.
Creative teaching ideas are truly the energizers that can be used to liven up any type of language learning activity. One effective way to do so is by using games in the classroom, which brings us to language games in the classroom. The best part about using language games to teach is that the students use and learn English through having fun. The classes are made educational and also exciting and fun.
These activities stem from a humanistic philosophy of learning. This philosophy places students at its core. The teacher plays the role of empowering learning through ‘whole person’ involvement. With an over-emphasis on cognitive learning, the affective domain has been neglected. Students need to be involved in the learning process. This is because students will not learn unless they enjoy the learning.
Two games have been chosen. The first is ‘Word Mystery: What Can You See?’ In this game, the students have to make up words from a certain word given. The purpose of this game is to enable students to learn, review and expand their use of vocabulary. Through this game, the teacher can also reinforce spelling and at the same time reinforce vocabulary.
This game is suitable for students of any level. The main word that is given can be changed to more difficult words, as in it will be difficult to make up words from the given word. This game is also sustainable in nature. The student can play this game alone at home without the supervision of a teacher. The students can look up the words made up in the dictionary to check the spelling and also to look for any other suitable words that can be used.
This game can be used by teachers’ in the classroom. It does not require many materials, just a piece of paper. The student uses his or her creative ability to see what words can be made up from the initial words. To make the game even more challenging, the rules can be altered. For instance, for a lower ability class, the teacher will request them to make up words with 2 or more letters.
On the other hand, for an advanced class, the teacher can request the students to make up words with 4 or more letters. For our game, we want the students to come up with 20 words but more words can be made up. Thus, the students can be given a time limit and allowed to find as many words as they can. We have stressed on the ability to come up 20 words so as to also stress on who can find words faster.
The second game, ‘Charade’ is an effective way to teach students to put ideas into language. When a students is acting out the word given and the other friends are guessing, they are all indirectly putting their thoughts into language without them really knowing that they are doing so.
This game can also effectively communicate ideas, feelings, thoughts and solutions through body movements. This covers the affective and kinaesthetic domain of learning. Finally, through this game inventiveness in non-verbal communication skills are encouraged. Once again this touches the kinaesthetic and affective domain of learning.
This game can only be played in a group. This encourages teamwork between the members of a group. Groupware is a good way to let students learn. They can ask their friends questions that they are to shy to ask their teacher. In other words collaborative learning takes place. In contrast to collaborative learning, students in teacher-centred activities primarily respond to questions asked by the teacher and rarely initiate speech.
The game ‘Charade’ can be played not only in classrooms but also at parties and so on, thus enabling the learning process of vocabulary to go on outside the class. Thus, this game is also sustainable in nature. It does not require any materials, but there has to be someone who sets up the game, as in sets up the words or phrases that are to be acted out. This person then cannot play but will act as a judge.
In conclusion, when selecting a game, teachers should keep in mind that many of the activities can be put down on paper for either independent or small groups. This allows the students to work with nominal teacher supervision.
When selecting ideas, an appropriate game should be chosen to meet certain skills of students. Language games are a very effective way to teach students vocabulary, and with that train of thought have we chosen the games that we have chosen.
The two games that we have chosen are sustainable in nature and can be used to effectively improve the student’s command of vocabulary. The difficulty of the game can be easily controlled by altering the rules that govern the game. Therefore, the two games that we have shoes are suitable to be used as language games in and also out of the classroom.
REFERENCE
v Chitravelu, N., Sithamparam, S. and The Soon Choon. (1995).ELT Methodology- Principles and Practice. Penerbit Fajar Bakti.
v Thompson, R. A.1973. Energizers for Reading Instruction. New York: Parker Publishing Company, Inc.
My Contribution to the camp....
Actually...i was one of the P.R in the SK Tenggaroh 3 Language Camp. But my job was just like an office boy...helping all of the committee before and during the camp. Before the camp, i helped the other team-mates to fold the boxes from the majong paper for the crossword puzzle game, painting the banner and helping to carry all those material to the bus. During the camp...besides as a facilitator and jumping here and there for the students to follow, i also had hepled a female camper who had injurt herself during 1 of the morning exercises. The girl was still crying when i attended to her need. Then i said some words that encourage her to stop crying...then i start to do some 1st aid to her as 2 of my female team-mates don't know how to apply that. Moreover, i also helped another team-mate, Tiny Teoh to prepare her game board. Emm...basically...i think that's all about my job that i've done.
Actually...i was one of the P.R in the SK Tenggaroh 3 Language Camp. But my job was just like an office boy...helping all of the committee before and during the camp. Before the camp, i helped the other team-mates to fold the boxes from the majong paper for the crossword puzzle game, painting the banner and helping to carry all those material to the bus. During the camp...besides as a facilitator and jumping here and there for the students to follow, i also had hepled a female camper who had injurt herself during 1 of the morning exercises. The girl was still crying when i attended to her need. Then i said some words that encourage her to stop crying...then i start to do some 1st aid to her as 2 of my female team-mates don't know how to apply that. Moreover, i also helped another team-mate, Tiny Teoh to prepare her game board. Emm...basically...i think that's all about my job that i've done.
Saturday, August 24, 2002
My contribution For Language Camp
I was in charge of the sponsorship for the language camp in Felda Tenggaroh 3. Basically I have to get as much money as I can for this language camp. We need money to buy the materials for the games and also for the present and the souvenir. Luckily, our meal will be 100% support by the Felda Committee, otherwise we will need no money. However, it is really hard to find people or organization that are willing to sponsor our language game. To solve this problem, we agree to pay at least RM 20 each. While in the meantime I’ll try my best to get the sponsor. Thank you so much to my brother-in-law (Saujana Canopy Sdn Bhd) who at last gave me RM200 for this Language Camp. While Hanim get RM100 from her mother’s Manager and Shidah get three roles of film from Hi-Speed Photoshop. However, the rest of the groups still have to pay RM20 each. The total of amount that we have is RM530. Wow, surprised… what a big number we have….. May be if there are still some balance left after the language camp, we can go to KFC or Mc’Donald together and have fun before the end of this semester….. :)
I was in charge of the sponsorship for the language camp in Felda Tenggaroh 3. Basically I have to get as much money as I can for this language camp. We need money to buy the materials for the games and also for the present and the souvenir. Luckily, our meal will be 100% support by the Felda Committee, otherwise we will need no money. However, it is really hard to find people or organization that are willing to sponsor our language game. To solve this problem, we agree to pay at least RM 20 each. While in the meantime I’ll try my best to get the sponsor. Thank you so much to my brother-in-law (Saujana Canopy Sdn Bhd) who at last gave me RM200 for this Language Camp. While Hanim get RM100 from her mother’s Manager and Shidah get three roles of film from Hi-Speed Photoshop. However, the rest of the groups still have to pay RM20 each. The total of amount that we have is RM530. Wow, surprised… what a big number we have….. May be if there are still some balance left after the language camp, we can go to KFC or Mc’Donald together and have fun before the end of this semester….. :)
Arguing Game
Lesson Plan
Subject: English
Standard : 6 A (Advanced) Attendance : 30 / 30
Date : 11 June 2002 Time : 9.00-9.30 am
Topic : Vocabulary Venue : 6 A
Objectives:
By the end of this lesson, students should be able to:
1. Produce words according to letters.
2. Spell and make words based on letter cues.
3. Pronounce the words in the vocabulary list correctly.
Teaching Aids
1. Letter cues: Cards with an alphabet on each.
2. Handout 1: A4 paper with columns to help students form words.
Prior Knowledge
Students recognize the letters and are able to spell simple words, which are part of active vocabulary.
Delivery
Content Comprehension/ skills
1.Flash Words – game Producing words according to letters.
2. Letter Rummy – game Spelling and making words based on letter cues.
3. Group work Listening: Able to hear and understand each other’s opinions.
Speaking: Give suggestions based on own knowledge.
4. Pronunciation Pronouncing the words on the vocabulary list correctly.
Teacher – students activities
Set induction
1.Teacher divides students into 2 teams, A and B. Then a game called ‘Flash words’ is played. Teacher starts off the game by saying a word.
2.The first student in team A continues by producing a word with the last letter of the word said by the teacher. He/she then passes the word to the first student in team B, followed by the second student in team A.
3.Game continues until all the students have had a chance to produce words. The team with most students who were able to produce words immediately wins the game. (Individual work 5 minutes)
Activity 1
1.Teacher divides the students into 5 groups and distributes a copy of Handout 1 to each group. Then, teacher explains the concept of the game, ‘Letter rummy’. (Handout 1 3 minutes)
Activity 2
1.Students play the game, ‘Letter rummy’. A representative from each group picks 10 letter cues from the teacher. Each group is supposed to make a word with their letter cues and paste it on the board. The group with no letter cues left wins the game (the game is similar to scrabble). Students are required to write down the words that they form on the Handout 1. *Teacher starts off the game by pasting a word on the whiteboard. (Group work Letter cues Handout 1 15 minutes)
Activity 3
1.Students are asked to pronounce the words pasted on the board after the teacher. (5 minutes)
Closing
Teacher summarizes the lesson and highlights the vocabulary list before dismissing the class.
Homework
No homework is given.
Lesson Plan
Subject: English
Standard : 6 A (Advanced) Attendance : 30 / 30
Date : 11 June 2002 Time : 9.00-9.30 am
Topic : Vocabulary Venue : 6 A
Objectives:
By the end of this lesson, students should be able to:
1. Produce words according to letters.
2. Spell and make words based on letter cues.
3. Pronounce the words in the vocabulary list correctly.
Teaching Aids
1. Letter cues: Cards with an alphabet on each.
2. Handout 1: A4 paper with columns to help students form words.
Prior Knowledge
Students recognize the letters and are able to spell simple words, which are part of active vocabulary.
Delivery
Content Comprehension/ skills
1.Flash Words – game Producing words according to letters.
2. Letter Rummy – game Spelling and making words based on letter cues.
3. Group work Listening: Able to hear and understand each other’s opinions.
Speaking: Give suggestions based on own knowledge.
4. Pronunciation Pronouncing the words on the vocabulary list correctly.
Teacher – students activities
Set induction
1.Teacher divides students into 2 teams, A and B. Then a game called ‘Flash words’ is played. Teacher starts off the game by saying a word.
2.The first student in team A continues by producing a word with the last letter of the word said by the teacher. He/she then passes the word to the first student in team B, followed by the second student in team A.
3.Game continues until all the students have had a chance to produce words. The team with most students who were able to produce words immediately wins the game. (Individual work 5 minutes)
Activity 1
1.Teacher divides the students into 5 groups and distributes a copy of Handout 1 to each group. Then, teacher explains the concept of the game, ‘Letter rummy’. (Handout 1 3 minutes)
Activity 2
1.Students play the game, ‘Letter rummy’. A representative from each group picks 10 letter cues from the teacher. Each group is supposed to make a word with their letter cues and paste it on the board. The group with no letter cues left wins the game (the game is similar to scrabble). Students are required to write down the words that they form on the Handout 1. *Teacher starts off the game by pasting a word on the whiteboard. (Group work Letter cues Handout 1 15 minutes)
Activity 3
1.Students are asked to pronounce the words pasted on the board after the teacher. (5 minutes)
Closing
Teacher summarizes the lesson and highlights the vocabulary list before dismissing the class.
Homework
No homework is given.
Literature Review
The language game that has been created is based on two major language learning theories. The theories mentioned are communicative approach to language learning and interactionist view on language learning. In this paper we will discuss on how the language games can help language learning by looking at the theories used.
In the communicative approach, it aim is to make students communicatively competent. Being communicative competence means that being able to use the language in an appropriate context (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). The students must have the appropriate knowledge on the linguistic forms, meanings and functions to be able to communicate communicatively (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). This means that by giving students a task, that is to find the other half of their proverb or similes, the students needs to choose the most appropriate linguistic form to use. In this context, to find out the other half to their similes or proverbs by asking other people. Students interact a great deal with one another (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995) to enable them to get the task done.
In the interectionist view on language learning, Long (1985) views that tasks in which there is a need for the participants to exchange information with each other promote interectional modifications. This mean that two-way information exchange tasks and closed tasks promote more interectional modifications. In this game, students are required to exchange the information that they have to be able to complete their task. Vygotsky (1978, cited in Lightbound and Spada 2000:23) indicates that language develops entirely from social interaction. He further agues that children will be able to advance to a higher level of knowledge and performance than they are capable of when they are in a supportive interactive environment. In this game, every student is put in the same environment, that is to produce utterances to be able to complete a task. So, when every student tries to produce utterances, they students would not feel threaten by the environment because their peers are in the same situation. Swain (1985) agrees with Krashen’s (1982) view that comprehensible input is necessary in language learning. However, there must be comprehensible output as comprehensible input alone is not adequate for language learning. So, it is okay to force the students to use the language in this game.
Based on the theories mention, it is hope that this language game can help students to be able to communicate communicatively in exchanging information. Thus, improving their language skills in communicating with one another
The language game that has been created is based on two major language learning theories. The theories mentioned are communicative approach to language learning and interactionist view on language learning. In this paper we will discuss on how the language games can help language learning by looking at the theories used.
In the communicative approach, it aim is to make students communicatively competent. Being communicative competence means that being able to use the language in an appropriate context (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). The students must have the appropriate knowledge on the linguistic forms, meanings and functions to be able to communicate communicatively (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995). This means that by giving students a task, that is to find the other half of their proverb or similes, the students needs to choose the most appropriate linguistic form to use. In this context, to find out the other half to their similes or proverbs by asking other people. Students interact a great deal with one another (Chitravelu, N., Sithamparam, S., Teh, S.C., 1995) to enable them to get the task done.
In the interectionist view on language learning, Long (1985) views that tasks in which there is a need for the participants to exchange information with each other promote interectional modifications. This mean that two-way information exchange tasks and closed tasks promote more interectional modifications. In this game, students are required to exchange the information that they have to be able to complete their task. Vygotsky (1978, cited in Lightbound and Spada 2000:23) indicates that language develops entirely from social interaction. He further agues that children will be able to advance to a higher level of knowledge and performance than they are capable of when they are in a supportive interactive environment. In this game, every student is put in the same environment, that is to produce utterances to be able to complete a task. So, when every student tries to produce utterances, they students would not feel threaten by the environment because their peers are in the same situation. Swain (1985) agrees with Krashen’s (1982) view that comprehensible input is necessary in language learning. However, there must be comprehensible output as comprehensible input alone is not adequate for language learning. So, it is okay to force the students to use the language in this game.
Based on the theories mention, it is hope that this language game can help students to be able to communicate communicatively in exchanging information. Thus, improving their language skills in communicating with one another
Post Mortem for Language Camp at Felda Tenggaroh.
Basically I think that the language camp at Felda Tenggaroh can be considered as a success. In terms of transportation there were some minor problems and misunderstanding with the people at the Unit Kenderaan but eventually everything went as planned. I suggest that the person in charge of transportation for the next language camp call up the people at the Unit Kenderaan to confirm the time and place to meet a day before the language camp. This is just to ensure that there will not be any misunderstanding or miscommunication like what happened to my group during our language camp. Although not much damage was done, (as we did manage to go the school and come back to UTM) I got quite a shock when some of my group members said that the bus had waited for us at the FAB car park instead of the Padang Kawat at KTC. Until today I don’t really know what happened but it was clearly a miscommunication with the people at the Unit Kenderaan. So a thing to avoid for the next language camp. As for the games, I think the "Treasure Hunt" and "Win Lose or Draw" were not so suitable for the students level. The rest of the games were okay. Overall I had a wonderful time and I truly enjoyed the experience of conducting the language camp. Everybody in my group did a great job so a big round of applause for all of you guys. That is all for my post mortem for the language camp at Felda Tenggaroh.
Basically I think that the language camp at Felda Tenggaroh can be considered as a success. In terms of transportation there were some minor problems and misunderstanding with the people at the Unit Kenderaan but eventually everything went as planned. I suggest that the person in charge of transportation for the next language camp call up the people at the Unit Kenderaan to confirm the time and place to meet a day before the language camp. This is just to ensure that there will not be any misunderstanding or miscommunication like what happened to my group during our language camp. Although not much damage was done, (as we did manage to go the school and come back to UTM) I got quite a shock when some of my group members said that the bus had waited for us at the FAB car park instead of the Padang Kawat at KTC. Until today I don’t really know what happened but it was clearly a miscommunication with the people at the Unit Kenderaan. So a thing to avoid for the next language camp. As for the games, I think the "Treasure Hunt" and "Win Lose or Draw" were not so suitable for the students level. The rest of the games were okay. Overall I had a wonderful time and I truly enjoyed the experience of conducting the language camp. Everybody in my group did a great job so a big round of applause for all of you guys. That is all for my post mortem for the language camp at Felda Tenggaroh.
Friday, August 23, 2002
Entry 5 (post mortem)
Well so finally we’re back from the Pasir Raja camp. It was a great experience! I loved it… I know that all of us felt the same. I enjoyed being the facilitator for the tiger’s group. My “tiger cubs” were smart, cool and wonderful kids. All the plans and hard work that we have put in for the camp did not go to waste. It was a successful camp! The school authority was very helpful and the students were very cooperative. That was part of the success also! Only the treasure hunt could not be completed due to the heavy rain and we had to come up with other activities like singing for that session. However it was the most enjoyable moment in my life. It didn’t stop after the camp, our relationship with the students continues forever. I was particularly touched and happy when a few of my “tiger cubs” called to greet me. It’ll be a lifetime memory. The camp was the most exciting and interesting activity I have ever experienced ever since I took up the TESL course. I love the language games subject and cheers to all the sincere to all the dedicated and hard working team members! Together we have enjoyed and excelled a marvelous camp! Keep up the good work and all the best in your finals!
Well so finally we’re back from the Pasir Raja camp. It was a great experience! I loved it… I know that all of us felt the same. I enjoyed being the facilitator for the tiger’s group. My “tiger cubs” were smart, cool and wonderful kids. All the plans and hard work that we have put in for the camp did not go to waste. It was a successful camp! The school authority was very helpful and the students were very cooperative. That was part of the success also! Only the treasure hunt could not be completed due to the heavy rain and we had to come up with other activities like singing for that session. However it was the most enjoyable moment in my life. It didn’t stop after the camp, our relationship with the students continues forever. I was particularly touched and happy when a few of my “tiger cubs” called to greet me. It’ll be a lifetime memory. The camp was the most exciting and interesting activity I have ever experienced ever since I took up the TESL course. I love the language games subject and cheers to all the sincere to all the dedicated and hard working team members! Together we have enjoyed and excelled a marvelous camp! Keep up the good work and all the best in your finals!
Thursday, August 22, 2002
Entry 3 (works)
Preparing for the camp is fun and exciting. So and I are the game masters for the camp to Pasir Raja. We are responsible for the games, which will be implemented in the camp. As for now, we have decided to have 6 indoor game-based lessons. Each lesson is aimed to involve different skills like reading, writing, listening, speaking, vocabulary and grammar respectively. The game-based lessons were designed to suit the level of primary school students by the team members. Besides, we have planned to carry out a few outdoor activities in enhancing the camp. The outdoor activities include the telematch, the aerobic exercises and the treasure hunt. In order to ensure the effectiveness of the games, we have implemented both the indoor and outdoor activities among ourselves. We tried out all the games so that each member would be familiar with the activities. Therefore we were well prepared for the camp. Well, with all these preparation beforehand, I just can’t wait to go to the camp. Good job all of you! Let’s hope to share and enjoy a marvelous moment at the camp!
Preparing for the camp is fun and exciting. So and I are the game masters for the camp to Pasir Raja. We are responsible for the games, which will be implemented in the camp. As for now, we have decided to have 6 indoor game-based lessons. Each lesson is aimed to involve different skills like reading, writing, listening, speaking, vocabulary and grammar respectively. The game-based lessons were designed to suit the level of primary school students by the team members. Besides, we have planned to carry out a few outdoor activities in enhancing the camp. The outdoor activities include the telematch, the aerobic exercises and the treasure hunt. In order to ensure the effectiveness of the games, we have implemented both the indoor and outdoor activities among ourselves. We tried out all the games so that each member would be familiar with the activities. Therefore we were well prepared for the camp. Well, with all these preparation beforehand, I just can’t wait to go to the camp. Good job all of you! Let’s hope to share and enjoy a marvelous moment at the camp!
Ermm...this is an informal minutes for the third Language Camp (Tenggaroh) meeting. For your information, I had forgotten the date, venue, time and those who attended or were absent for the meeting.
We updated on the T-shirt money and sponsorship. For the T-shirt, Kak Ena and Tipah are still collecting the money and will pass to Mr. Ghazali after collecting all. As for the sponsorship, most of us did not get sponsorship in the formof financial (money). However, Syidah managed to get three rolls of films from High Speed (I hope this is correct). And someone managed to get sponsors on stationeries. Kak Ena is supposed to collect RM20 from every group member as sponsorship.
Secondly, we updated on the prizes. Prizes will only be given to the winners for drama presentation, treasure hunt and best group. As for others (for games/LDK), each facilitator is encouraged to prepare bookmarks or key chains for the winner.
Thirdly, on transportation. Teoh informed everyone that the bus had been booked. Teoh is asked to take attendance before leaving to Tenggaroh and when coming back from Tenggaroh.
Fourth, on the programme (person-in-charge for each programme): -
# Programme Runner/MC: Nurhafidhah
# Points (Scores): Habsah, Teoh
# Aerobics: Bobby, Gerald, Jocelyn
# Multimedia session: Zurena, Nur Afzah
# Games: Siti Noor Diana, Baizura (take turns)
# Closing Ceremony: Nurhafidhah
# Drama Presentation: Jeyanthi, Arinderjit
Finally, regarding the banner. Every committee member must participate in completing the banner together on Thursday (8 August 2002) at 2p.m. in DSG, KTC.
That's the end of the minutes. I'm really sorry for it's so informal. Very sorry!!!
We updated on the T-shirt money and sponsorship. For the T-shirt, Kak Ena and Tipah are still collecting the money and will pass to Mr. Ghazali after collecting all. As for the sponsorship, most of us did not get sponsorship in the formof financial (money). However, Syidah managed to get three rolls of films from High Speed (I hope this is correct). And someone managed to get sponsors on stationeries. Kak Ena is supposed to collect RM20 from every group member as sponsorship.
Secondly, we updated on the prizes. Prizes will only be given to the winners for drama presentation, treasure hunt and best group. As for others (for games/LDK), each facilitator is encouraged to prepare bookmarks or key chains for the winner.
Thirdly, on transportation. Teoh informed everyone that the bus had been booked. Teoh is asked to take attendance before leaving to Tenggaroh and when coming back from Tenggaroh.
Fourth, on the programme (person-in-charge for each programme): -
# Programme Runner/MC: Nurhafidhah
# Points (Scores): Habsah, Teoh
# Aerobics: Bobby, Gerald, Jocelyn
# Multimedia session: Zurena, Nur Afzah
# Games: Siti Noor Diana, Baizura (take turns)
# Closing Ceremony: Nurhafidhah
# Drama Presentation: Jeyanthi, Arinderjit
Finally, regarding the banner. Every committee member must participate in completing the banner together on Thursday (8 August 2002) at 2p.m. in DSG, KTC.
That's the end of the minutes. I'm really sorry for it's so informal. Very sorry!!!
Here's the minutes for the second Language Camp (Tenggaroh) meeting. Read on...
MINUTES OF 2ND LANGUAGE CAMP MEETING
Date : 29 July 2002 (Monday)
Time : 9:45a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Baizura, Gerald Tan, Norhayati, Bobby Chew,
Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Sii Siaw Zin
Absence with reasons: Zurena, Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on Sponsorship
# No sponsor from anyone yet.
# Evelyn asked everyone to get at least sponsor of RM20. If cannot get any sponsor by the end of the week, the person will have to
give their own sponsor.
# Any sponsor in the form of things (e.g.: films, food, etc) are acceptable.
2.Update on Materials
# Evelyn informed everyone that the Faculty would provide 40 manila cards, 2 rims of A4 paper, 20 mahjong paper, 10 markers and 3
boxes of 2B pencils.
# Nurhafidhah is supposed to claim all the materials from the Faculty on Wednesday, 31 July 2002 together with See Yan.
3.Food
# Evelyn informed everyone that food will be sponsored by the school.
# There will be one vegetarian, while others will be any food excluding pork and beef.
(ACTION: Jeyanthi)
4.Budget
# Evelyn informed everyone about the budget for publicity (RM50), prizes (RM100), photocopy (RM50) and others (RM50).
# Norhayati asked why photocopy cannot be done from the Faculty so that there is no need for the budget for photocopy.
# As for the T-shirts, everyone needs to pay RM15 to Nurul Atifah. Nurul Atifah then needs to collect the T-shirts from Mr. Ghazali on Wednesday, 31 July 2002.
5.Programme Book
# Content: objectives, welcoming notes from Mr. Faruk and Mr. Ghazali, tentative programme, language games (brief introduction, language skills), committee members, songs (four songs), and autograph.
# The person-in-charge of typing and compiling the programme book is Nurul Atifah.
* Complete compiling: by Thursday, 1 August 2002 (ACTION: Nurul Atifah).
* Editing: by Friday, 2 August 2002 (ACTION: Jeyanthi).
* Fax (ask Mr. Ghazali): by Saturday, 3 August 2002 (ACTION: Nurul Atifah).
# Siti Noor Diana was asked to prepare the brief introduction of each game (how many groups, how to play, language skills practised) for programme book, and also the lesson plans for modules. She is supposed to pass the brief introduction to Nurul Atifah by Tuesday, 30 July 2002.
6.Transportation
# Evelyn informed that the bus to the school was booked. Everyone needs to wait at Padang Kawad in KTC at 7:30p.m. on Friday, 9 August 2002.
7.Banner
# Evelyn informed that Habsah will buy the materials for banner and do the design. But then, everyone will help up in the drawing and painting/colouring of the banner, which will most probably be carried out this Saturday (3 August 2002) or Sunday (4 August 2002).
8.Treasure Hunt
# The presentation will be on Wednesday, 31 July 2002. Baizura will simplify the games so that there is no need for facilitator at each station.
# The Treasure Hunt will take 2 hours during the Language Camp (according to the tentative programme).
Meeting adjourned at about 10:15a.m.
Prepared by,
JOCELYN SII
Secretary 1
MINUTES OF 2ND LANGUAGE CAMP MEETING
Date : 29 July 2002 (Monday)
Time : 9:45a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Baizura, Gerald Tan, Norhayati, Bobby Chew,
Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Sii Siaw Zin
Absence with reasons: Zurena, Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on Sponsorship
# No sponsor from anyone yet.
# Evelyn asked everyone to get at least sponsor of RM20. If cannot get any sponsor by the end of the week, the person will have to
give their own sponsor.
# Any sponsor in the form of things (e.g.: films, food, etc) are acceptable.
2.Update on Materials
# Evelyn informed everyone that the Faculty would provide 40 manila cards, 2 rims of A4 paper, 20 mahjong paper, 10 markers and 3
boxes of 2B pencils.
# Nurhafidhah is supposed to claim all the materials from the Faculty on Wednesday, 31 July 2002 together with See Yan.
3.Food
# Evelyn informed everyone that food will be sponsored by the school.
# There will be one vegetarian, while others will be any food excluding pork and beef.
(ACTION: Jeyanthi)
4.Budget
# Evelyn informed everyone about the budget for publicity (RM50), prizes (RM100), photocopy (RM50) and others (RM50).
# Norhayati asked why photocopy cannot be done from the Faculty so that there is no need for the budget for photocopy.
# As for the T-shirts, everyone needs to pay RM15 to Nurul Atifah. Nurul Atifah then needs to collect the T-shirts from Mr. Ghazali on Wednesday, 31 July 2002.
5.Programme Book
# Content: objectives, welcoming notes from Mr. Faruk and Mr. Ghazali, tentative programme, language games (brief introduction, language skills), committee members, songs (four songs), and autograph.
# The person-in-charge of typing and compiling the programme book is Nurul Atifah.
* Complete compiling: by Thursday, 1 August 2002 (ACTION: Nurul Atifah).
* Editing: by Friday, 2 August 2002 (ACTION: Jeyanthi).
* Fax (ask Mr. Ghazali): by Saturday, 3 August 2002 (ACTION: Nurul Atifah).
# Siti Noor Diana was asked to prepare the brief introduction of each game (how many groups, how to play, language skills practised) for programme book, and also the lesson plans for modules. She is supposed to pass the brief introduction to Nurul Atifah by Tuesday, 30 July 2002.
6.Transportation
# Evelyn informed that the bus to the school was booked. Everyone needs to wait at Padang Kawad in KTC at 7:30p.m. on Friday, 9 August 2002.
7.Banner
# Evelyn informed that Habsah will buy the materials for banner and do the design. But then, everyone will help up in the drawing and painting/colouring of the banner, which will most probably be carried out this Saturday (3 August 2002) or Sunday (4 August 2002).
8.Treasure Hunt
# The presentation will be on Wednesday, 31 July 2002. Baizura will simplify the games so that there is no need for facilitator at each station.
# The Treasure Hunt will take 2 hours during the Language Camp (according to the tentative programme).
Meeting adjourned at about 10:15a.m.
Prepared by,
JOCELYN SII
Secretary 1
These are the topics for drama presentation that we agreed on. :)
TOPICS FOR DRAMA PRESENTATION
1.Who stole the cookies from the cookie jar?
2.Where are my friends?
3.Why can't I be a farmer?
4.Don’t tell your mom. Let it be our secret!
5.Do you like to hang around?
6.The day when I got my exam results…
7.Where did I put my bicycle?
8.Who kills Mr. G's chicken?
9.Where are my shoes?
10.Why must we share our food?
11.I don't want to go to school…
12.Mat, where's my motorcycle?
13.There is only one black duck.
14.Minah learns her lesson.
15.Are you okay?
TOPICS FOR DRAMA PRESENTATION
1.Who stole the cookies from the cookie jar?
2.Where are my friends?
3.Why can't I be a farmer?
4.Don’t tell your mom. Let it be our secret!
5.Do you like to hang around?
6.The day when I got my exam results…
7.Where did I put my bicycle?
8.Who kills Mr. G's chicken?
9.Where are my shoes?
10.Why must we share our food?
11.I don't want to go to school…
12.Mat, where's my motorcycle?
13.There is only one black duck.
14.Minah learns her lesson.
15.Are you okay?
This is the minutes of the first Language Camp (Tenggaroh) Meeting for Evelyn's group. Check it out!!!
MINUTES OF 1ST LANGUAGE CAMP MEETING
Date : 28 June 2002 (Friday)
Time : 10:15a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Zurena, Gerald Tan, Norhayati, Bobby Chew, Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Baizura, Sii Siaw Zin
Absence : Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on the date and time of Language Camp
# Evelyn informed everyone that language camp will be held from 9th August till 11th August 2002 (Friday - Sunday) in Felda
Tenggaroh, Mersing. It will be a 3 days 2 nights camp. The school where the camp will be held will be confirmed later.
# After a long discussion, everyone agreed to leave from UTM on Friday (9th August 2002) at around 7:00p.m. The programme
(activities) of the language camp will officially start on Saturday morning.
2.Update on T-shirt
# Evelyn informed everyone that the design of the T-shirt will be done by Mr. Ghazali.
# Each T-shirt (long sleeve) will cost RM15.
3.Budget
# Evelyn informed the committee that the food will be provided by the school. Jeyanthi and Arinderjit (Food Department) will have to
co-ordinate with the school to ensure enough food for everyone and that the school prepare special dishes for those who have
allergic or those who are vegetarians, etc.
# So, the budget for this language camp will only include materials, gifts and souvenirs.
4.AOM
# Nurul Atifah (Treasurer) suggested having Commitment Fees in case the committee cannot get enough sponsorship.
# Norhayati (PRO) asked about the ways to keep in contact with the school. Evelyn told her that she does not have to go to the
school; she just needs to call to keep in contact. Norhayati then asked for claims for calls (use Ring-Ring Card).
# Apart from PRO department, other departments (for example food) can also claim money for any official calls made.
# Nurhafidhah (PRO) informed everyone that the design of nametags for the committee had been done. However, she asked whether
the committee needs to design nametags for the participants. Evelyn will ask either Mr. Faruk or Mr. Ghazali regarding this
matter.
# Evelyn informed that the number of participants is not confirmed but it will be around 100 and all of them are from Standard Six.
# For transportation, Gerald told everyone that the committee will be going to the school by UTM bus. However, he and Hoon Chin
will have to wait for UTM letter before informing the UTM bus co-ordinator.
# Nurul Atifah (Treasurer) asked about the due for sponsorship. Regarding this matter, the committee will have to wait for UTM letter
before proceeding with sponsorship.
# Registration: school or UTM?
# Suggestion to have post mortem/discussion about the next day's tentative every night after the programme ends. Everyone agreed.
# Bring along the proposal and letter in order to get first aid kit.
5.Group discussion
# Evelyn divided everyone into four groups to discuss about respective matters: -
* Group 1 (Tentative): Baizura, Siti Noor Diana, Jeyanthi, Nurhafidhah
* Group 2 (Budget): Zurena, Nur Afzah, Nurul Atifah
* Group 3 (Proposal): Norhayati, Gerald, Teoh Hoon Chin, Bobby
* Group 4 (Action Plan): Evelyn Lim, Habsah, Mursyidah, Sii Siaw Zin
# After half-an-hour discussion, every group gave reports on the matters they discussed.
* Group 1 (by Siti Noor Diana) -> tentative starts on Saturday, ends on Sunday 5p.m.
* Group 2 (by Nurul Atifah) -> budget approximately RM3500.
* Group 3 (by Norhayati) -> follow the format of the proposal given; just have to change certain details/information.
* Group 4 (by Evelyn) -> (please refer)
Meeting adjourned at about 11:15a.m. The next meeting (second meeting) will be on next Friday (5th July 2002). The time and venue will be informed later.
Prepared by,
JOCELYN SII
Secretary 1
ACTION PLAN
WEEK 7 WEDNESDAY Proposal
THURSDAY Mr. G/ Dr. Z
FRIDAY Faculty
2nd Meeting
WEEK 8 MONDAY Letters Approval
SATURDAY Materials for modules
WEEK 9 (HOLIDAYS) MONDAY Book bus
WEEK 10 SATURDAY Modules & handouts
WEEK 11 MONDAY Gifts/Souvenirs
SATURDAY Food (confirm)
WEEK 12 MONDAY VIP Speeches
SATURDAY Language Camp
SUNDAY Language Camp
** SPONSORSHIP -> Week 7 - Week 9
** COLLECT SPONSORSHIP -> Week 9
** NAME TAGS -> Week 10 - Week 12
MINUTES OF 1ST LANGUAGE CAMP MEETING
Date : 28 June 2002 (Friday)
Time : 10:15a.m.
Venue : C15-202
Attendance: Nurul Atifah, Mursyidah, Habsah, Siti Noor Diana, Nur Afzah Hanim, Zurena, Gerald Tan, Norhayati, Bobby Chew, Evelyn Lim, Jeyanthi, Teoh Hoon Chin, Nurhafidhah, Baizura, Sii Siaw Zin
Absence : Arinderjit
Chairperson: Evelyn Lim
AGENDA
1.Update on the date and time of Language Camp
# Evelyn informed everyone that language camp will be held from 9th August till 11th August 2002 (Friday - Sunday) in Felda
Tenggaroh, Mersing. It will be a 3 days 2 nights camp. The school where the camp will be held will be confirmed later.
# After a long discussion, everyone agreed to leave from UTM on Friday (9th August 2002) at around 7:00p.m. The programme
(activities) of the language camp will officially start on Saturday morning.
2.Update on T-shirt
# Evelyn informed everyone that the design of the T-shirt will be done by Mr. Ghazali.
# Each T-shirt (long sleeve) will cost RM15.
3.Budget
# Evelyn informed the committee that the food will be provided by the school. Jeyanthi and Arinderjit (Food Department) will have to
co-ordinate with the school to ensure enough food for everyone and that the school prepare special dishes for those who have
allergic or those who are vegetarians, etc.
# So, the budget for this language camp will only include materials, gifts and souvenirs.
4.AOM
# Nurul Atifah (Treasurer) suggested having Commitment Fees in case the committee cannot get enough sponsorship.
# Norhayati (PRO) asked about the ways to keep in contact with the school. Evelyn told her that she does not have to go to the
school; she just needs to call to keep in contact. Norhayati then asked for claims for calls (use Ring-Ring Card).
# Apart from PRO department, other departments (for example food) can also claim money for any official calls made.
# Nurhafidhah (PRO) informed everyone that the design of nametags for the committee had been done. However, she asked whether
the committee needs to design nametags for the participants. Evelyn will ask either Mr. Faruk or Mr. Ghazali regarding this
matter.
# Evelyn informed that the number of participants is not confirmed but it will be around 100 and all of them are from Standard Six.
# For transportation, Gerald told everyone that the committee will be going to the school by UTM bus. However, he and Hoon Chin
will have to wait for UTM letter before informing the UTM bus co-ordinator.
# Nurul Atifah (Treasurer) asked about the due for sponsorship. Regarding this matter, the committee will have to wait for UTM letter
before proceeding with sponsorship.
# Registration: school or UTM?
# Suggestion to have post mortem/discussion about the next day's tentative every night after the programme ends. Everyone agreed.
# Bring along the proposal and letter in order to get first aid kit.
5.Group discussion
# Evelyn divided everyone into four groups to discuss about respective matters: -
* Group 1 (Tentative): Baizura, Siti Noor Diana, Jeyanthi, Nurhafidhah
* Group 2 (Budget): Zurena, Nur Afzah, Nurul Atifah
* Group 3 (Proposal): Norhayati, Gerald, Teoh Hoon Chin, Bobby
* Group 4 (Action Plan): Evelyn Lim, Habsah, Mursyidah, Sii Siaw Zin
# After half-an-hour discussion, every group gave reports on the matters they discussed.
* Group 1 (by Siti Noor Diana) -> tentative starts on Saturday, ends on Sunday 5p.m.
* Group 2 (by Nurul Atifah) -> budget approximately RM3500.
* Group 3 (by Norhayati) -> follow the format of the proposal given; just have to change certain details/information.
* Group 4 (by Evelyn) -> (please refer)
Meeting adjourned at about 11:15a.m. The next meeting (second meeting) will be on next Friday (5th July 2002). The time and venue will be informed later.
Prepared by,
JOCELYN SII
Secretary 1
ACTION PLAN
WEEK 7 WEDNESDAY Proposal
THURSDAY Mr. G/ Dr. Z
FRIDAY Faculty
2nd Meeting
WEEK 8 MONDAY Letters Approval
SATURDAY Materials for modules
WEEK 9 (HOLIDAYS) MONDAY Book bus
WEEK 10 SATURDAY Modules & handouts
WEEK 11 MONDAY Gifts/Souvenirs
SATURDAY Food (confirm)
WEEK 12 MONDAY VIP Speeches
SATURDAY Language Camp
SUNDAY Language Camp
** SPONSORSHIP -> Week 7 - Week 9
** COLLECT SPONSORSHIP -> Week 9
** NAME TAGS -> Week 10 - Week 12
My Contribution For Language Camp
I was in charge of transportation for the language camp at Felda Tenggaroh. Basically I had to make sure that there was a bus to take us to the school and also to take us back to UTM. I managed to settled that by going to the Unit Kenderaan with Swee Lee (who was in charge of transportation for the other group). It wasnt an easy job because Swee Lee and I had a tough time looking for the place. We had to walk for quite a long distance under the hot sun just to book the bus for the camp. We could had settled things earlier but due to some unexpected circumstances we had to resort to last minute work but luckily everything went smoothly except for some minor problems. I was also responsible to make sure that everybody was in the bus before it left so that no one will get leff behind. Apart from that, I also contributed by taking care of an injured girl during the morning exercise and a boy who had stomach ache. Of course the credit was not all mine because some of the other facilitators helped as well. My biggest contribution was to sponsor myself by paying RM 20 for the camp. I guess that was all for my contribution for the language camp.
\
I was in charge of transportation for the language camp at Felda Tenggaroh. Basically I had to make sure that there was a bus to take us to the school and also to take us back to UTM. I managed to settled that by going to the Unit Kenderaan with Swee Lee (who was in charge of transportation for the other group). It wasnt an easy job because Swee Lee and I had a tough time looking for the place. We had to walk for quite a long distance under the hot sun just to book the bus for the camp. We could had settled things earlier but due to some unexpected circumstances we had to resort to last minute work but luckily everything went smoothly except for some minor problems. I was also responsible to make sure that everybody was in the bus before it left so that no one will get leff behind. Apart from that, I also contributed by taking care of an injured girl during the morning exercise and a boy who had stomach ache. Of course the credit was not all mine because some of the other facilitators helped as well. My biggest contribution was to sponsor myself by paying RM 20 for the camp. I guess that was all for my contribution for the language camp.
\
Helo everyone!!! IMPORTANT MEMO FOR ALL THE COMMITTEE IN EVELYN'S GROUP!!!
As you know, you are supposed to prepare a report for your respective departments. Evelyn has prepared the outline for all of you!!! And I guess all of you had received it, except for Bobby (BOBBY, PLEASE TAKE NOTE). So please follow the outline and make sure that your reports are at least a bit formal, ok?
Here's the memo...
Each committee member please prepare a short report (at least 1/2 page) on your area of responsibilities before and during the Language Camp. Please submit your reports to Evelyn by 26th AUGUST 2002 (MONDAY).
CONTENT OF REPORT
* Post
* Area of responsibilities / job description
# Positive comments
# Problems faced
# Suggestions
* Others (comments in general, before / during the camp)
# Positive comments / good points
# Problems faced
# Suggestions
REMINDER: Any comments should be made objectively and meant to address the matter. Do not make any personal attacks on others. TQ!!!
If you have any doubts or inquiries, please contact Evelyn or me, Jocelyn. Thank you very much in advanced for your co-operation!!!
As you know, you are supposed to prepare a report for your respective departments. Evelyn has prepared the outline for all of you!!! And I guess all of you had received it, except for Bobby (BOBBY, PLEASE TAKE NOTE). So please follow the outline and make sure that your reports are at least a bit formal, ok?
Here's the memo...
Each committee member please prepare a short report (at least 1/2 page) on your area of responsibilities before and during the Language Camp. Please submit your reports to Evelyn by 26th AUGUST 2002 (MONDAY).
CONTENT OF REPORT
* Post
* Area of responsibilities / job description
# Positive comments
# Problems faced
# Suggestions
* Others (comments in general, before / during the camp)
# Positive comments / good points
# Problems faced
# Suggestions
REMINDER: Any comments should be made objectively and meant to address the matter. Do not make any personal attacks on others. TQ!!!
If you have any doubts or inquiries, please contact Evelyn or me, Jocelyn. Thank you very much in advanced for your co-operation!!!
WE ARE THE BEST!..WE ARE THE BEST!..WE ARE THE BEST!...WE ARE THE HAND PRINTS..WE ARE THE BEST FOR ALL THE TIME... WE ARE THE BEST ...WE ARE THE HAND PRINTS...!!
heheh....that's the cheer for my group-The Hand Prints...i don't know why did my students named their group the hand prints...but i guess they were influenced by the programme book...there were borders of hand prints in the book and my students like the design very much and they were very excited to name themselves the hand prints....the cheer was created by shidah, my partner for the camp.thanks a lot shidah!!actually i had no idea at all for the cheer....i couldn't think of any cheer and luckily shidah created it that night before she went to sleep and taught us the next morning....heheheh....fortunately we could perform our flag (a little bit messy...heheh..)and the cheer on stage...
talking about the students...my group consists of twelve students....there are six boys and six girls in my group...they came from different feldas but they can befriend...at first they were shy and some of them are quiet...but after we had the first game they looked very cooperative and sporting...they tried to speak in english and some of them have a good command of english...i didn't have any problem in dealing with them but sometimes they were very active and out of control...they liked to play around and they couldn't sit for a long time...they jumped and mingled with each other...the most hardest part was the drama competition...the students were eager to act and they have the talent....the problem was they have to speak in english...finally...shidah and i wrote the scripts and asked them to memorize the lines...all of them were very committed and they tried to memorize the dialogue...they could act excellently but when it comes to the scripts they were not so confident...ehheheh....finally..after the hard time training them to act..they could perform the drama on sunday morning...eheheh...that was my cute boys and girls...one more thing about my students is they are very polite and every time they want to go to the toilet they asked for my permission...and called me TEACHER...
not to be forgotten in this language camp was my foster parents...they were so nice and kind...they treated me like thier own daughter and my mum was very caring...she sent me to the school early in the morning and fetched me in the evening just by riding a bike...their children are nice too...they love me very much especially the youngest brother...i still remember he didn't let me go and asked me to come again tomorrow....and he wants me to stay with them forever....hehehe...until now they keep on calling me at least once a week....just to know my condition here...going to the camp left me with a great great memories...there are so many things to remember....and i can't describe how i enjoyed the camp....;-)
heheh....that's the cheer for my group-The Hand Prints...i don't know why did my students named their group the hand prints...but i guess they were influenced by the programme book...there were borders of hand prints in the book and my students like the design very much and they were very excited to name themselves the hand prints....the cheer was created by shidah, my partner for the camp.thanks a lot shidah!!actually i had no idea at all for the cheer....i couldn't think of any cheer and luckily shidah created it that night before she went to sleep and taught us the next morning....heheheh....fortunately we could perform our flag (a little bit messy...heheh..)and the cheer on stage...
talking about the students...my group consists of twelve students....there are six boys and six girls in my group...they came from different feldas but they can befriend...at first they were shy and some of them are quiet...but after we had the first game they looked very cooperative and sporting...they tried to speak in english and some of them have a good command of english...i didn't have any problem in dealing with them but sometimes they were very active and out of control...they liked to play around and they couldn't sit for a long time...they jumped and mingled with each other...the most hardest part was the drama competition...the students were eager to act and they have the talent....the problem was they have to speak in english...finally...shidah and i wrote the scripts and asked them to memorize the lines...all of them were very committed and they tried to memorize the dialogue...they could act excellently but when it comes to the scripts they were not so confident...ehheheh....finally..after the hard time training them to act..they could perform the drama on sunday morning...eheheh...that was my cute boys and girls...one more thing about my students is they are very polite and every time they want to go to the toilet they asked for my permission...and called me TEACHER...
not to be forgotten in this language camp was my foster parents...they were so nice and kind...they treated me like thier own daughter and my mum was very caring...she sent me to the school early in the morning and fetched me in the evening just by riding a bike...their children are nice too...they love me very much especially the youngest brother...i still remember he didn't let me go and asked me to come again tomorrow....and he wants me to stay with them forever....hehehe...until now they keep on calling me at least once a week....just to know my condition here...going to the camp left me with a great great memories...there are so many things to remember....and i can't describe how i enjoyed the camp....;-)
hii guys!! the camp is over and i'm pretty sure most of us had a great time during the camp...i really enjoyed the camp compared to the previous one because i didn't have any experience on that time...but the first camp helped me a lot in this latest camp...talking about the post mortem...there's not much to comment on as we had done it in the class with mr G...and i'm sure that all of us had a greater contribution in this camp...oh yeah...by the way..i want to comment on the selection of games and songs...in my opinion..there is one or two games which is difficult to play...before that...i'm not going to blame anyone but it is just a reminder so that we won't do it again next time...ok?? mmm...one of the game is animal habit...for me this game is not suitable because the students can't describe the habits of the animals...most of them know how to describe animals in malay and they didn't know the term or words in english...besides..they didn't know the characteristics of the animals such as their habitat..their activity and so on..my group took a long time to finish the game as they couldn't describe the animal correctly...some of them looked unhappy when they couldn't finish the sentences and it decreased the students' interest...another game is dash it and hang it...the game is quite ok but the clue given was very difficult for the students to draw...some students can understand the sentences but they couldn't imply it in the drawing...but we manage to finish the game and what we did was we kept on giving clues to the students...we gave them extra time to think and guess the answer...luckily, we played this game with another group and it was like a competition...so the students were motivated to play and they were eager to win...about the songs...some of them are difficult to sing as they are changes in the lyrics and the tune is out of tempo...there were many songs in the programme book but we kept on singing the same song for the whole camp....such as it's a small world...baa baa black sheep...these song are very catchy and easy to remember that's why students like the songs very much...so we have to select a simple but catchy song after this and make sure the students sing all the song provided in the programme book...i think that's all from me...but before i end...i would like to acknowledge everybody that i'm not going to blame anyone by giving such comments...i hope that we won't do the same mistakes again and can organize a much more better language camp after this....cheriiioooo!!! :-)
PRE CAMP
hi gang!!! heheh...it's late already for me to talk about the pre camp,right?i supposed to post this before the camp..i'm really sorry because i forgot to post it... :-(
before the camp..there were two or three meeting..basically the meeting was about the preparation...we talked about the proposal, the sponsorship, the transportation as well as other things...but the most memorable moment was the day before the camp which was on thursday afternoon...we gathered at ktc at 2.30 pm and we had a short meeting before we proceed with the activities for that day which were finishing the banner, preparing the materials and so on...on that day..as the treasurer i collected the sponsor from everyone and then i went to the shop with kak ena to buy the materials...then we went back to ktc and helped the other friends to finish the banner and materials...i folded about 16 pieces of mahjong paper for the crossword building games and it was very tiring...actually..it was not an easy task...at the beginning there were seven or eight of us who fold the paper but at the end there were only four persons to finish folding the paper...ahahah....i can't imagine how tired we are on that day...the next morning...kak ena and i bought souvenirs for the school and felda...then we prepared the hampers for the students...there were eight hampers and again it was a tiring task to do...and there were some more works to be done before the camp...i still remember how busy i am with kak ena on that day...we are running here and there to prepare the hampers and souvenirs...and in the same time i had to finish my psm....i really didn't have ample time to rest and sleep on that day...but i really enjoy doing that thing....i was very satisfy because i can contribute something to the camp although at the beginning i still blurr with my position in the committee member...:-)...
hi gang!!! heheh...it's late already for me to talk about the pre camp,right?i supposed to post this before the camp..i'm really sorry because i forgot to post it... :-(
before the camp..there were two or three meeting..basically the meeting was about the preparation...we talked about the proposal, the sponsorship, the transportation as well as other things...but the most memorable moment was the day before the camp which was on thursday afternoon...we gathered at ktc at 2.30 pm and we had a short meeting before we proceed with the activities for that day which were finishing the banner, preparing the materials and so on...on that day..as the treasurer i collected the sponsor from everyone and then i went to the shop with kak ena to buy the materials...then we went back to ktc and helped the other friends to finish the banner and materials...i folded about 16 pieces of mahjong paper for the crossword building games and it was very tiring...actually..it was not an easy task...at the beginning there were seven or eight of us who fold the paper but at the end there were only four persons to finish folding the paper...ahahah....i can't imagine how tired we are on that day...the next morning...kak ena and i bought souvenirs for the school and felda...then we prepared the hampers for the students...there were eight hampers and again it was a tiring task to do...and there were some more works to be done before the camp...i still remember how busy i am with kak ena on that day...we are running here and there to prepare the hampers and souvenirs...and in the same time i had to finish my psm....i really didn't have ample time to rest and sleep on that day...but i really enjoy doing that thing....i was very satisfy because i can contribute something to the camp although at the beginning i still blurr with my position in the committee member...:-)...
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