Literature Review: Materials for Language Games in The Experiential Classes

MATERIALS FOR LANGUAGE GAMES IN EXPERIENTIAL LEARNING CLASSES

 

By Noraisah Muhari and Siti Hajar Mohamed Husin

 

 

What is the meaning of Materials for Language Games in Experiential Learning Classes? It conveys the gist of the resources, equipments as well as tools used for particular activities such as Language Games in the Experimental Based classroom. Whereby the students or participants will appear to experience the situation and acquire the knowledge by themselves through the experiences. According to Kolb's Experiential Learning Theory in Asian EFL Journal (volume 6, issue 1; article 6) ; Learning is taken as a cyclical and lifelong process which involved the concrete experience, observation and diagnose lead to things to be acquire and proceed with concept Formulations and Generalizations. Therefore, the roles and the process of selecting specific materials for Language Games are important in the Experiential Learning Classes in order to make the learning process successful. It is difficult to find materials for specific language games just when you need it. It is wise precaution to collect and prepared the materials for use whenever it is needed.

  

The use of appropriate and adequate teaching learning materials has been significant in supporting students' learning abilities and outcomes in Experiential Learning classes. The primary aspects of choosing materials for language games are age and developmentally appropriate, challenging, interesting, attractive and relevant to the students. Other than using storybook, workbooks and charts as the supplementary language games material, teacher can also use other materials such as films, chants, songs, flashcards or riddles. The development of Internet and the web have made it much easier to retrieve the information and materials for language games from the net, libraries and from other people as well. Other than that, the teachers and students can collect materials that are readily available in their homes or in the environment: bottle caps, plastic bottles, twigs, stones, plants and sticks. As for language games, the materials used depend on the activities conducted in the classroom. For example, if the teachers want to do activity that provide students the opportunity to plan their own work, set up their own space and make their own decision, the teachers can use simulations, skits and journal writing. Besides that, teachers can also try open-ended activities where everyone's answer can be valued such as creative art, writing poems and drawing a picture and describing it.

 

            The material distribution for language games in experiential learning classes depends on the organization of the activities in the classroom. This may consist of whole class activity, small group activity, and individual work and peer learning. As for the whole class activity, it provides a socializing function and allows for quick transfer of information to a large number of students. This is suitable during opening exercises, story reading, singing, movement and dance activities. On the other hand, to conduct small group activity, the class can be divided into three or four groups. Teachers will choose to have each of the groups working on the same activity or they may have the small group work on different topics at the same time. In this small group, teachers can provide individualized attention to the students with varied strengths and interests. In individual work, a student can work at her/his own pace. The student or the teacher may choose the task. Finally, peer learning. This is when children work in pairs. They can help each other, discuss how to tackle a problem and plan together for written work. The materials chosen for language games in the experiential classes must be suitable with the activities, range, situation, the place and others important variables. This is due to its effectiveness and efficiency towards the learning process itself.

 

            Using materials for language games in Experiential Learning classes provides the students with many significant advantages. The first one is that by using material in Experiential Learning classes, students are exposed to real discourse as in videos of interview with famous people where students listen for general idea. Secondly, the students will be well motivated and the desired positive learning takes place. Thirdly, it encourages students' creativity and challenging them to think such as the use of riddles as a material for language games. Fourth, it helps teachers to create useful and meaningful language teaching for the students. Finally, it can change the traditional chalk and talk method to something fun and enjoyable. The roles of materials for Language Games in Experiential Classes cannot be deniable. It is also have impacts towards the level of motivation among the learners. The high level of motivation will increase the level of acquisition as well.    

 

To conclude; the choices of materials, its benefits and usage as well as its resources are some of the important elements to be taken into consideration in adapting the materials for language games in the Experiential Classes . The roles of materials for Language Games in Experiential Classes gives major impacts on the delivery and smoothness of the activities cannot be denied. Furthermore, the right choices of materials influenced the outcomes of the activities that lead to the affective and efficient process of learning. The students will be able to increase their level of cognitive maturity by the use of materials itself for the Language Games in the Experiential Classes. However, the lack of materials usage and choices for Language Games in the Experiential Learning classes will effects on students' motivation level, and the level of acquiring the language and knowledge. Therefore, the aspect of Materials for Language Games in the Experiential learning Classes should be highlighted and seriously put into consideration in planning the activities.

 

 

References

 

Chitravelu, N. Sithamparam, S. Teh Soo Choon. (2005). ELT Methodology: Principles and Practice (second edition). Kuala Lumpur: Penerbit Fajar Bakti Sdn. Bhd.

 

Kemal Sinan Ozmen (2004). Make Them be Aware, Not Beware of Learning- The Cognitive Theraphy Technique (CTT) in Adult EFL classes ( Volume 6. Issue 1 Article 6)  Retrieved on March 30, 2007 at http://asianEFLjournal/

  

Lee K.(2002 ). English Teachers' Barrier to the use of Computer-assisted Language Learning. Retrieved on March 30, 2007 at http://iteslj.org/Articles/Lee-CALLbarrier.html

Syamalakumari, B. Language, Grammar Teaching and Beauty . From Language in India  Journal. Vol. 4, April 4, 2004. Retrieved on March 30 2007 from http://www.languageinindia.com/april2004/grammarbeauty1.htm

 

Wright A., Betteridge D., & Buckby M. (1983). Games for Language Learning . Cambridge: Cambridge University Press.