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!!
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