On the day we went to SKAM, I was asked to in charge on registration. With me,there were Kak Harison, Fyla and Kristy sat at the registration desk. We have to distribute the files besides of checked the names list. After that, we ‘re going to the hall where I saw some facis taught them songs while waiting for the open ceremony. After the open ceremony, we have the introduce session and played an introduction game. Then, we have divided the group into some groups which named them based on the animals. My group name was Cow. We have to draw our logo and find the motto’s group.
After that,we’ve started the games with Scavenger and Wordstem. We did it at class. Firstly, seemed that they’ve no idea on what we’re talking about. But then, they could understand us although a little. Then, we went for lunch. For the Zohor pray, my duty was to be the ‘imam’ but because we’ve late lunch made me to rush to go to their room. But when we arrived, they’ve already prayed. Then, we proceed to the second activity for that day. We did the Bingo and Win, Lose or Draw. There was a funny situation where some of them were not finished their Bingo yet but raised their hand and said done. This was because before I went to toilet I saw that he or she still not finished theirs but when I came back I saw they raised their hand and said done. I wondered they could finish it so fast because the toilet was only on the next door and I went to the toilet only to wash my hands. Hmm…kids. Then, we’ve took a break for prayed and teatime. The most interesting part was the Treasure Hunt. I was liked the faci who was more excited than my students. I was running and guiding them to run in the group and guided them to answer the questions. My partner and I were so tired chasing them. Then, on the night session, we did the Okapi and I was very proud with my group’s representatives because they explained about the picture in English. Finally, I could hear they spoke in English although mixed with Malay Language.Our group not won anything but I was very satisfied because they used English and it was denied my thought that they couldn’t speak in English even a word based on the activities before. Before they went for slept, I asked them to dream about the drama based on the line given by Azlinawati.

hi maybe a little late to report(hihihi)anyway i really enjoy language camp(i think so).The school was far more better than what i expected earlier.but it was a nice school with clean environment. must thank all the teachers and school staf. they really work hard i think;atleast to make sure everything is ok for us.and about the students-they are so cute. eventhough someor most of them are weak but they try to perform well. i really enjoy my time with them. it was hard to baby sit them but i enjoy myself. anyway i like kids.thats all i think.ok bye.

PUAN MUI LAN
800706-03-5244
4 SPL
LITERATURE REVIEW


Gardner proposes the theory of multiple intelligences and each individual has a different degree of intelligence. the multiple intelligence has seven primary forms: linguitic,musical,logical-mathematical, spatial, body-kinesthetic, intrapersonal, and interpersonal skills. my guessing game involves a lot of interpersonal skills. this is because the students will have a general idea on the types of fruits in Malysia. Before I proceed further I will explain briefly the rules of the games. The guessing Game is a game like the pyramid game only it is a bit more simplified because the game is designed for Standard 5 and 6 students. The rules of the game are :
1. Divide the class into groups of 5 students
2. Then the students must elect their leader
3.Then leaders will have to go to the front of the class and listen to the teacher's instructions
4. The teacher will tell the leaders to describe the fruits in the chart to the group and by using the given vocabulary. The students may use their own words too.
5. Each group will have 3 minutes to try to finish the fruit chart. the fastest group should shout and raise their hands.

Then after the game is done and the class is settled down, the role of the teacher is to show the pictures to the class. the teacher will then ask each group to find out the most difficult pictures to describe. From their responses the teacher can explain the meaning of the vocabulary to them. Then the picture chart is shown and the teacher must explain the fruits to the whole class. Then a simple text will be provided based on a simple dialog between two friends. The two friends will be talking about the local fruits in Malaysia. Then the teacher will give a simple task to the students that is to write down the sentences to describe the fruits by following a set of vocabulary provided. This game is to intergrate the interpersonal skill that the students have. Besides that the students will also be learning how to speak and write effectively.
This game involves the skill of interpersonal intelligence because the students will have a general idea of the things in the game. The game is to test their abilities to put their intelligence and the description of vocabulary together to come up with the answers. Their interpersonal intelligence is due to their exposure to the environment and people around. everyday they will have a brief encouter with the things in life for example : fruits, animals, people etc.
Besides that this game also involves Collaborative learning. Collaborative learning will instill the team work qualities in the students. It also helps to give students a chance to voice up their opinion in class and to participate in learning.
The students will be free to ask and speak among the group and to be able to come up with various ideas. By having group work the quiet students too will be able to participate because they will be influenced by the active ones.
I also strongly belive in Krashen' idea of creating an environment that will be comfortable to them and does not seem to threaten them. The game is such that the learner are playing among their peer and so the environment should not be as treatening as a teacher- controled class. so learning can be absorbed better. This game is also a ice - breaking situation where the student will be more comfortable in class and will not have any fear in participating in class. This will help the teacher to teach the class more effectively later.
According to Edward de Bono also the students will learn greatly from the information on vocabulary given. The learning process is activated when the learner is given information to the object and from the information given the students will be able to use it again in the life. The little bit of information is enough for students to learn the language bit by bit.


References:


Edward de Bono:CORT Thinking, (1985) Blanford, U.K

Gardner, H.(1982). Art, Mind and Brain. New York: Basic Books.

Krashen, S.D, (`1987). " Principles and Practice in Second Language Aquisition" Great Britain.

This report is the continuation of mine..
I felt a bit anxious at the day I arrived in the school..with Mr. G, of course. The school did not look the way I described in my head before. I knew that everything would be exciting. When we introduced ourselves to the students in the front, I had to shout out my name. Urgh..how I hated it, cause I have a very, very slow voice..seems that my practical days did not taught me well to use my voice projection loudly.
The games that I and shu pyng conducted with the kids made them excited. I enjoy teaching as well as playing those games. The Scavanger Hunt was verry usefull to the students. But they did not manage to come out with a lot of vocabularies. At least Shu Pyng and I tried to give them more input. I enjoy seeing them competing among each other. they seemed encouraged when they knew about the stars that they have to collect in order to win a prize.
For the word stem, at first the three of us, farhana, Shu Pyng and I got confused on how to conduct this game. This is because, there were only ten students and it is hard to divide them in to groups. So we did it in pairs. The students enjoyed the game too, although they seemed carried away at first. The students were very good and payed attention. What good kids they were...
Ha..ha. My own game, "Win Lose Or Draw" was quite hard for them to play. Some of them were too shy to draw, and some of them do not have the knowledge of simile, so they could not guess. So I decided to introduced all the similies in the envelope, and made them remember. After that they played well.
About the Pyramid Game, I'm dissapointed that the game suddenly was 'rejected'. I think we could have played it..we can change the games rule, what..make the facilitators help the students to describe to their friends. At least they can learn something, because some of us have put our effort finishing the board, as well as the words in each catagory. Well..it's in the past now..
The Kids really enjoyed Tressure Hunt. I was left behind when they kept on running, and rushing here and there. The check points were jumbled up, especially after we got the last question even though we have just completed two. Never mind, It's an interesting game for them. Although we did'nt win, we still have those sweet memories, taking care of the baloon and rushing here and there.
I can still remember the night we had to sleep in school. The kids were totally scared and started to talk about ghosts and make them even more scared. They did'nt want to sleep! It was pretty tough to take care of them that ninght. But I could not understand..how can they woke up earlier than me??
The second day, which was the last day at school, I felt sad and happy. Sad because I have to leave those sweet kids..and happy because I miss to have a nice hot bath and a nice sleep in my cosy bed. So pathetic of me..
Thanks a lot to Mr. G. that help my group a lot with coming out with a group song. "You're at the left I'm at the right.."....
I enjoy beeing there...It is a memory for me to remember...

Literature Review - Occupation Vocabulary Game

In the study of language, behaviorist B. F. Skinner had claimed that language is acquired according to the laws of operant conditioning, in much the same way that rats learn to press a bar for food pellets. In 1959, however, American linguist Noam Chomsky charged that Skinner's account of language development was wrong. Chomsky noted that children all over the world start to speak at roughly the same age and proceed through roughly the same stages without being explicitly taught or rewarded for the effort.
According to Chomsky, the human capacity for learning language is innate. He theorized that the human brain is “hardwired” for language as a product of evolution. He added that children could simply produce any sentence, which is grammatically correct but invalid by the meaning. For example, colourless green idea sleeps furiously. We can accept the sentence grammatically but when it comes to the meaning it indicate nothing. This is what Chomsky claimed in his argument.
In fact, my Game 1 is actually related to what Chomsky asserted. Before discuss it further, I will explain first on what I taught the students in the language classroom. My teaching is related to vocabulary learning. I named it as “Occupation Vocabulary Game”. Via the game the students got their chance to learn about various kind of occupation. In addition to that, the students also required producing a sentence using the kind of occupation they have got.
It is actually an adaptation of snake game, where the students have to throw dice before moving their counters. There are three different coloured boxes, a green, which stands for a normal box, a red one that carries questions for the students and lastly yellow coloured boxes. The students who landed on the yellow coloured squares will have the opportunity to step forward a few boxes.
Now back to Chomsky’s claims and the implementation of his theory in the game. The “Occupation Vocabulary Game” gives the opportunity to the students to guess the occupation that they know even though it is incorrect. This gives a chance to the students to swell their brain searching for all kinds of jobs in the related area that described by the teacher. However, to make it more challenging the students have been given a limited time only to come out with the answer.
On the other hand, Gardner proposes the theory of multiple intelligences. The theory suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal, for example social skills (Gardner, 19 ) the game, however, acquire the interpersonal skills. This is mainly because; the students have some knowledge on the various kinds of jobs. They most probably gained the knowledge from the exposure to the environment including their parents and others.
Besides that, the game also derives a collaborative learning. Collaborative Classroom is a creative and practical guide for teachers on implementing cooperative learning (Susan, H. Tim, H. 1990). In fact, collaborative learning will enhance an effective language learning among students. The student shall work in groups in order to find the appropriate answer to the questions asked. This will encourage them to help each other and indirectly enhance the moral values among them.
However, the negative part of it is with the ‘parasite’ participants. Those students tend to keep quite or being inactive in the group works. While, the active students lean to conquer the group.
In addition to that, this language game classroom enhances a learning situation that has a low affective filter (Krashen, 1987). The students learn to use the language in a non- threatening and fun environment. In contrast to the traditional classroom, whereby the students have to learn the language in a formal way, referring to task based activities. This will lead the students to loose interest in language learning, which mostly happen, in the traditional classroom. Apparently, in traditional classroom, students feel uncomfortable and insecure which will further provoke a ‘psychological barrier’ to communication and learning (Mc Laughin,1987).


References:

Gardner, H. (1982). Art, Mind and Brain. New York: Basic Books.

Mc Laughin, B. (1987). Theories of Second-Language Learning. London: Edward Arnold.

Susan, H. and Tim, H. (1990). The Collaborative Classroom: A Guide to CO-Operative Learning. London: Greenwood Publishing Group Inc.

Literature review – V-Web Game

This game has been designed for Standard 6, KBSR students to help them acquire a certain level of linguistic competence in terms of vocabulary, spelling and meaning. Students were required to make use of their learnt and acquired knowledge of the L2 to create words from given stems. According to Krashen (1987), there are two independent systems whereby ESL learners develop ability in the L2.These two systems refer to subconscious language acquisition and conscious learning. Both are interrelated in a definite way in which subconscious acquisition appears to be far more important. In a way this game promotes subconscious acquisition where the students were responsible in negotiating words and meaning in the process of creating more words from the word stems. The acquired knowledge or background knowledge known as schema serve as a monitor to check on the words derived.
The process of implementing this game had underlying language learning theories to make sure that it is effective in promoting learning. Krashen (1987) , believes that input should be one level higher than the learnt or acquired knowledge so as to ensure learning takes place. In this case students started with words that have been taught in the previous lesson with a certain level of difficulty. In other words they were not easy words or words that were quite familiar to them. This will act as a challenge to all of them. In undertaking this task the students were not allowed to work individually. This will therefore call for group work with elements of co-operative learning, collaborative learning, experiential learning and exploitation of multiple intelligence.
Working in groups co-operatively and collaboratively would somehow minimize anxiety and therefore increase motivation. Students will not feel threatened by the situation and will be able to work in a relaxed situation to ensure better output. The procedure of this game ensured that each and every one of the group members will contribute towards the success of the group. It is also to ensure maximum participation among the students. Hin (1999) agrees that group work has long been supported by sound pedagogical arguments where it is an interactive activity in the L2 classroom. Students can discuss the task given and share their ideas and knowledge with the group members.
Collaborative learning is considered a learning strategy in which learners group themselves into smaller units to go through the learning process together (http://www.clrc.com). According to Hill and Hill (1990:1), the nine benefits of collaborative learning are higher achievement, deeper understanding, enjoyable learning, develops leadership skills, promotes positive attitudes, self- esteem, implicit learning, a sense of belonging and skills for the future. The V-Web game also promotes learners’ fluency in the use of language items through face to face interaction as they communicate, first in pairs later in groups in attempts to negotiate meaning so as to achieve message comprehensibility. It also gives students the opportunity to learn communication strategies. It would also mean that the only way in which each group member can attain their own personal goal is by ensuring the group’s success.
This V-Web game also emphasizes on linguistic intelligence, interpersonal intelligence and intra personal intelligence. Obviously throughout the course of the game, students have to read, recall, think and make decisions about certain words or vocabulary that could be created from the given word-stem. Students have to read and negotiate words, spelling and their meaning. In doing so this game also seek to elicit students’ ability in communication strategies such as asking and responding to questions, moods and motivations as well as desires of other people. Intrapersonal skill could refer to each individual’s ability to discriminate ones emotions and knowledge of ones own strength and weaknesses. In other words as an individual, he is able to make a fair judgement of himself and his ability.
In conclusion this game has given opportunity to the students or participants to work collaboratively making use of their background knowledge acquired earlier to create a whole range of new words with a clear understanding of the procedures which requires a certain degree of linguistic competence. This game does not promote much of experiential learning since it does involve students in a make believe situation as in simulations. However it is conducted within the domain of a learner centred approach whereby learners are responsible for their own learning.Integration of language skills has also been practised in which the receptive skills, listening, reading, speaking and writing take place in tandem.


References:

1. Hill, S. Hill, T. (1990). “The Collaborative Classroom” Australia: Eleanor Curtain Publishing.

2 Hin, Siew Hong (1999). “ A Study on the Role and Contributions of Group Work in Task-based Activities for a Group of Form
Two Learners in SM Taman University, Skudai, Johor Bahru.” University Teknologi Malaysia.

3. Krashen, S.D. (1987). “ Principles and Practice in Second Language Acquisition”. Great Britain : Prentice Hall, Inc.

4. http://www.clrc.com

prepared by: Harison bt. Ishak

1/2/02-I didn't slept for the whole day today.After having a test-Sains, Teknologi dan Masyarakat at 10 p.m I immediately starting my work on doing the stuff for the opening and closing ceremony.I have to prepare the backdrops stuff.As soon as i entered the house i changing my clothes and then start to work.With the help given by Cipah at least my worried on can't finished the work is decreased.Along the working session we chatted together to avoid us from being bored and sleepy.Sometimes Cipah told the funny story to cheer up the situation.If Cipah told that her hands was crammed because tracing the words word by word on the coloured papers while my waist is hurt because i bent too long drawing the words.At last our job was done at 6.15a.m on 2/2/02.With the 'pedih' eyes because don't have enough sleep, i went for the Language Camp Project at Sek.Ren.Air Manis, Kulai.And thank god there is nothing happened to me during the Language Camp was held.

i am really new to this site...sad to say this but it is a fact anyway.....there are lots of things to say......
hmm...let me start with the preparation for the language camp...we took almost half of the semester to plan and prepare for the camp...it's started with the teaching methods as well as the peer teaching in our own classroom....from this, we ourselves chose the best games to be implemented in the camp itself...our peers are those who are responsible for the ranking...and i am glad that most of them have ranked my group's game...consequently, we became the top ranking....thanks guys!
after that, 2 weeks before the camping date, the schedule became hectic....all of us became busy with our own stuffs...the PSM on the other hand....hmm, i have attended 3 meetings.....in the first meeting we have discussed on the place for the camp, Azura has suggested the Air manis school, some are not agree with her saying that it's too far but most of our coursemates agree to go for it....later they intended to find about the school.....the second meeting is give the tentative while the third one is to prepare the materials......i am responsible to prepare the banner....therefore, together fyla, ruby and shupy, we went to fyla's house to finish the work....we really work hard on it....at last we manage to finish it.....but really 'patah tulanglah' that day!
finally, the day came......February 2nd, is the date of the camp.....after working hard for the camp, we at last got the chance to feel it....the school was far from expected.....the facilities provided are much from expected....a big thanks to Sek. Keb. Air Manis....however, we also have to face challenges such as the food and water supply....but glad to tell that the food for the second day is much better.....
on the other hand, the students are friendly and co-operative too...i got the snake group....the facis are Norlie, kristy and i, myself......i really enjoy the days in Air Manis.......thanks to Mr G for giving us such a project......

Hai guys! the day before we are supposed to go to our language camp, I decided to stay in campus cause we have to wait at F.A.B at 6.45am. Marziana and I were stayed at Mahani's room. At first, marziana was busy typing the words for the Pyramid game. And I was busy thinking what it would be for me to handle the students. I expected it to be fun, and maybe I can gain more experience from the language camp. I can't wait to go there and have fun..
Hmm..after Marziana finished typing, we started to figure out what kind of similes to add in to our game. Farhana told me that it is better to have more than 20 similes..just in case there is extra time. After finishing the task, Mahani wanted to watch lagi-lagi senario, while Marziana was busy chatting..harharhar..I was a bit tired, but I urged myself to watch senario, although it was about 2.ooam at that time. Really pathetic of me, huh? The truth is that I can't stand to listen Ani's laughter...cause I wanted to share the same feeling.
So, the next morning, I heard something really annoying. The sound of the alarm clock. Marziana and I jumped out of bed, staring at the clock which showed 6.45 am! Imagine how the others would feel, waiting for us, ONLY US? Hmmm...at last, Marziana, ma and Bancee went to the school by Mr. G's Car. Luckily, we did'nt get any KHUTBAH from Mr. G...just a few PERLI. Tomorrow I'll edit in my experiences in the school. bye for now!

On the second day of the camp, I had gotten to know my ‘children’ much better. They were beginning to adapt to my style of teaching (over enthusiastic LOL). They began to pick up stray words like ‘Keep quiet’, and ‘Queue up’ and ‘Good job’- phrases that they did not understand just the day before. I was really proud of them, although they still couldn’t understand very much of anything else I said in English.
Early in the morning, a few of us were asked to lead the ‘senaman beramai’. I was one of them. After a hasty clean up in the bathroom (hardly any water), I got into the Language Camp T-shirt, and found the kids all lined up and ready to go. I took over the session, and lead the kids to do some exercises. Marsha and I worked together to lead the kids with warm ups from head to toe. We both forgot the knees though. Banchee then led the kids to run around and I think they really enjoyed the exercise session, regardless of the fact that one fell down, and caused a bit of a commotion. The kids were then asked to come up with a song for their team (Mr. G’s idea) and they did. It was an awesome session. My team were screaming the altered version of ‘Old Mcdonald’, and some other teams sounded like they were competing for a karaoke prize or something. Farhana’s team went to the extent of synchronizing actions with the lyrics of the song. They took some time getting the moves straight though. Bits of paper with the group numbers written on them was prepared and the teams were chosen in random order to come up to the stage to perform their masterpieces. The session lasted until breakfast time. It was a refreshing experience.
Later in the day, the kids prepared for the drama they were supposed to present. My ducks had a fantabulous time during the practice. Hani and I were cooking up ideas to make the play more realistic by allowing the kids to apply the suitable creative ‘make –up’ that they were squealing with excitement about. I had a jolly good time laughing. They were the best kids ever. Ernest, enthusiastic, and ever so obedient in their own special way.
I still think of them now. Kids have this effect on me. They unconsciously take a very special part of your heart, and they kind of keep it for always without even knowing it. That’s why I love teaching – it involves love, respect, cooperation, and so many other beautiful virtues that one would never find in any other profession.

On 30/1/02 I went to Mr.Ghazali house with Banchee,Mone&Ziana to do the printing job.Mr.Ghazali picked up us at 2p.m by his car.The work started at about 3p.m after all of us having some fried banana and a glass of orange juice prepared by Mr.Ghazali's wife. We have to print about 20 t-shirts for the facilitators and 13 t-shirts for the students who will achieve a good result in the language camp.At 1st i started the printing process however Mr.Ghazali took place the job since i'm quite slow in doing it.It is true I'm so slow in doing the printing.It's because the process is quite hard since I didn't do the printing job for many years.I learned the printing process when i was in form 3.So that is why when i was given this job i can't do it in a faster way.It's just that i'm a little bit akward doing the things that i didn't do for a long time.The rest of the job done by Mr.Ghazali himself while all of us helped him hanging the t-shirts to dry and folded it into plastics bag when it's dry.All jobs finished at 6p.m and we went home to our college after having some fried banana again + curry puff bought by Mr.Ghazali's wife.

After took Dr Seth’s paper on Friday’s night, I went back with my Melawis friends. On our way home,we were so excited talking about the things that we have to bring to language camp on the next day. When we arrived,we were still not packing yet as I entered the bathroom because we wanted to pack the things together. But when I came out from the bathroom, I saw Sabariah was busy cutting some stuff. I felt sorry for her and gave my hands to her. Hani was sleeping because she was tired did it with Sabariah for whole day before the test. On that time I was in UTM clinic did my task.
I’m not a creative person as Sabariah but on that night I’ve learned about the art from her. It’s really fun although my left hand got cramped doing the word-tracing. Suddenly Hani woke up and said,”Hey,its’ already 5.30a.m.’Pakcik’ will come at 6.30”.We were looking each other but when we looked at the work that still not finished yet, three of us were continuing with the materials. At 6.15, all works have finished and we rushed to take turn. One person will take a bath while another one will pack her things and one person left will iron her ‘baju/tudung’ or whatever. ‘Pakcik’ was called to come late about 6.45 because we’ve not ready yet. When all of us were finished, we walked to the car with the bag and as we know…do the things in hurry will make us forget something.That happened to us. We have to run to the house back to take the things. We were so worried and made phone calls to some of our friends to ask whether they were waiting for us. We were so ‘gelabah’ and when ‘pakcik’ (thanks ‘pakcik’ to be an understand person by speeding like Alex Yoong)stopped the car, quickly we jumped out from the car. Oh mine, there was like Mr G standing in front of the bus. We felt so ashamed to him for the late coming but with guilty-smile, we got into the bus. It’s an ordinary situation to see the Melawis come late to class (because of the bus problem) but this time it really make us killed.

Hey guys! I seem very pathetic plus ashamed too, to send this entry. reporting about the language camp. I'll just leave it to the Gamemaster to interpret the reason why. All-right, where was I yesterday? After knowing that we have tranport to go to Sek. Keb. Air Manis, Zarim and I felt relieved knowing that our Gamemaster won't kill us after all.

I can't remember when we gathered together and helped each other to complete the things we need to bring to the school. If I'm not mistaken, it's on the 28th or 29th jan. 2002. We gathered from 8.00 PM untill midnight. It was tiring, although I arrived half an hour late..hehehe..sorry guys, I mean..I'm really sorry. I started helping with Farhana's game.."The Scavanger Hunt". I and Mone wrote letters on a manila card and cut them in the same size. Then I was busy folding the tentative of the program for the students together with Mone and Hani. Mone and Hani were talking about something funny, cause they were laughing and laughing untill I got completely confused. Maybe they just met Mr. Bean before they entered the class..heheh..who knows??..
Okey..I helped around, especially with Norlie and Mazlia's game.."The Pyramid Game". We took some time to figure out how to make the boxes to be pasted on the Pyramid board. Then we decided to divide the manila card into five equal parts, and form it into five cute boxes. It was actually Mak iti's idea. She good at giving ideas..especially when it comes to art. After helping here and there, Farhana was busy discussing about the games, Abg. Mi (Suhaimi) was busy telling us abvout the Tressure Hunt and the others were busy listening and asking questions..including me..However, the class suddenly turned to be a nursery when we started to sing the nursery rhymes, and maybe I was the only one who sounded really pathetic, trying to count my fingers when we were singing "10 Little Indians". I think that's all fror now. I have to type what happened at the school in another "electronic sheet" because I don't feel confortable telling everything in only one sheet, although I know that only one mark for one entry, per day..

Lnguage games can enhance students learning in the classroom especially in English subject. teacher can be more creative to plan the way of learning in the classroom. teacher who wants to teach the students about vocabulary or grammar can create the lessons into games. through game 1 activity that i have produced in class, we can see that we can teach vocabulary to students in many ways to make it interesting. students will be more enjoy when they have to work together into groups. besides that, we can see that students will be more active when they are playing the game together. for them, it is more challenging when they were asked to come out with ideas in the group. when teacher create the learning process into games, teacher will not only get students' involvement in the classroom but at the same time, teacher trained the students on how to think fast and memorize thing. with this way, students feel that they get many input through memorizing andthinking process. some of the game can make students more creative in learning. such as when students wereasked to draw based on the sentence given to them. in this way, students will use their knowledge to produce their answer into drawing without saying a word. they will come out with many pictures a s they can that related to the words or sentence given. soem of the game needs students to think such as the game that i have produced in the class. the game needs students to think fast and come out with many names of thing based on the category given. studwnts also must come out with the correct answer and also with the correct spelling. eith this game, besides can make students more enjoy the lesson in the classroom,students also can learn the new words.because of that, with using the langugae game in learning process in the classroom, there will be more students' centered and teacher willget all students involvement in the lesson because teacher will create an interesting game that need allstudents to involve. teacher also can create the game that not only can play in the classroom, but also students can play it at home with their friends, brothersand sisters. this also can get students to learn at home and not only in the classroom. because of that, the creative teacher in the classroom can produce a good student in the learning process.

on 24/01/02, there was a meeting about our language camp. first of all,farhana wants a report frommaterial departmanet. siti sabariah explained it to her about our deparment. then, we still collecting the t-shirt from all members and we didn't print it yet. about the benna, banci will tell us later in how to design the benna. about the name tag,banciwilldoit herself for all members.besides that,farhana had told us about the facilitator group and she get us into groups.then,we have talked about the tentative program we have discuss it together and there is some changes that we have made on it.

Yo peeps... It's my last entry. WooHoo!! But later tonight I will be posting the entry for my assignment. Either that or tomorrow morning. Wow I am full. Was at my aunt's place earlier on and she's a great cook. *rubs my tummy* all fatten up now *giggles* Alright, let's get down to business. I still need to write my entry about the language camp. Well let's talk about the second day then. We woke up with no problem at all since the children were running everywhere being hyper active. But we were a lil behind schedule though because we woke up at 6.30am. Half an hour later than we should have woken up. It was freaking cold and all four of us woke up and carried our luggage back to the bilik sumber. Almost everyone was still asleep. =) We didn't want to wake them up so we used my torchlight to look for stuff and all that. The toilet had no water, so we had to use some taps near the canteen. It was alright.
Then after that when everyone has woken up we started to do exercises. Puy Yih, Norlie and I were in charge of that. I didn't know what to think. I was like, I have ideas but I know they wouldn't listen to me. And I was right. They listened to Puy Yih's orders but when I talked I was like talking to the wind. They only listened when Puy Yih asked them too. I am such a failure huh? But well I don't really care since I don't intend to be a teacher anyway.
Well enough about that, after that we had to practise for drama. They did really well, during the practice in class, because we practiced and practiced. Our group was the first group that went. I don't want to sound like I am a sore loser or anything, but when I looked at the score, I think the judges were not being very fair. The student's performance should be based on how THEY perform. Not how facilitators get into the scene to help them ( as one group did ). I pitied my 'cows' not because they lost, but because they didn't get the marks that they should have gotten after practicing so hard. Maybe it was just a simple sketch. But I think that they should have looked beyond that into the students participation and effort. Besides, no one told us what were the criterias that they were looking for. And all of a sudden, they have to write, on the spot, papers for the judges. Ana said that creativity should not be included, because it wouldn't be fair. Puy Yih and I agreed. But it was added anyway. And of course, those groups who thought of props and all that got more marks. I really enjoyed Puy Yih's 'ducks' group. It was funny, creative and the students did make us of the language. I thought they would have won. But well... I just want to say congratulations to Puy Yih's group for coming in Second in the camp. :)
It was a good experience on the whole, but I was tired and I missed my boyfriend. So much so that when the bus stopped to fill up petrol at Petronas, I slid of the bus, said bye and took a cab home. =) I hope everyone had a good time at the camp and well I guess this is the last gathering thing for us since the class camp isn't really working out. Good luck and Best wishes for the future guys :) Adios Amigoes.

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

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

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


















Appendix 1.
Lesson Plan
Subject: English

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

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

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

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

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

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

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

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

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

Homework
Write a short description of any animal farm.

Date of submission: 10 Jan 2002

Teacher's Notes



Prepared By:
Farhana Mohd Hanapiah
Nurzarimah Jamil
4 SPL




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

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

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


















Appendix 1.
Lesson Plan
Subject: English

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

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

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

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

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

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

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

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

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

Homework
Write a short description of any animal farm.

Date of submission: 10 Jan 2002

Teacher's Notes



Prepared By:
Farhana Mohd Hanapiah
Nurzarimah Jamil
4 SPL

A BIT TOUCH ON OUR COMING POST MORTEM
Dear Mr.G and friends...
well, i think i'm lacking of reports in this gameplan diary. i made a mistake of putting 3 entries in one day because it will be counted as 1 entry (crying). but i'll try my best to make sure i have all the entries ready by this thursday (the due date for the entry). wish me luck. so, what should i write here...
today is Chinese NEw Year. i would like to take this opportunity to wish all my chinese friends Happy Prosperous Chinese New YEar. don't forget to do our assignments.
well, we are supposed to have our language games class this thursday but since most of us won't be here until that day so Mr. G cancell the class. but that is the day of submitting out entries.don't forget...
still about our language camp 2002. next thursday is a post mortem day. i'm actually not really wait for the post mortem. i'm afraid the 'legend' of last sem's language camp repeated. but i hope everything will be fine. the post mortem is a way to improve our programme. hope to hear many ideas and suggestions in post mortem. see you there. better off now. bye.

happy Chinese New Year to all my chinese friends... everybody is rushing to fulfill the requirement for the language camp - 5 marks entries n 5 marks comments in blogspot.. heheh.. same like me .. this is the last entry.. actually I don’t know what to add coz you all have wrote everything about what had happen before and after the language camp. Anyway, we should proud of ourselves coz we managed to handle everything. To make everything we wish for become truth. Even though, we had to deal with low proficiency students but somehow we managed to make them to love English, realize the important of English in their life. For me myself, this is the second time I went to a language camp and I always proud of myself coz at least I had a chance to ‘berkhidmat’.

About the treasure hunt itself, a big hand to Suhaimi coz he managed to prepared the games by himself even though there’s a big misunderstood about the instruction. Hey.. it’s doesn’t matter anyway coz tell you the truth my friends.. it was really hard to prepare a treasure hunt games. Even we had trouble (Nadia, Farhana and I) handle the treasure hunt in our first language camp. The happiest time when I looking at all the facilitators who supposed to be a tourist guide to the students. They seem tired coz they have to speed like a LRT…as for the rest, and me we a bit relief, I guess coz we just have to stand at the check- point. Meanwhile for the drama presentation, I’m a bit surprise with the performance by the students. They all have the talent. They could memorize the line. I guess, they just need someone to guide. Who has faith and believe in them that they all can do it. And the most memorable memory that always in my heart is when Zarim announced that our group, The WOLF is the Winner.. thanks to Zarim and Suhaimi as my partner and also my beloved Wolfs – Idayu, Shahirah, Hairul, Nana, Halil, Izzwan, Asrul, Akmal, - I love you guys and thanks a lot for the letter and also for the call.

Hi, firstly I would like to wish my Chinese friends Gong Xi Fatt Chai. Have you enjoyed your Yee Sang last night? It looked delicious when I saw it on TV.
Okay…today I’ll continue my entry.Ana asked us (Thiba & me) to take the attendance in every meeting.Besides that,she gave the works that we have to do on the language camp.I appreciated it because pity on Ana-she has to do everything/lot of works to do.
When I stayed back at college to settle everything about the first aid(type and went to see the person who incharged it),one of my friends from the previous language camp said that they totally forgot about the first aid when they went for the camp.Oh mine!It's dangerous.When I went to see the person at UTM clinic, they warned me lots.I was just nodding my head and oh my God...when they want to stop mumbling at me!This is because many UTM students do not give back the first aid and the clinic has to be careful to lend it to students.The first aids at our clinic have not enough and thank God my lucky day when they give me one.
Now let's talk about the progression-night where we have to prepare everything(in material stuff)for the language camp.Before went to the class where the work was done,Zarim,Sabariah, Hani and me went shopping at Rainbow.We bought some materials and photostated the booklet and so on.We found Mazlia,Norlia,Norazalia nad Farah there went shopping their materials too.They have bought some polisterines and they asked for Zarim's help to take it to class.Sabariah and me was sitting at the back and we're dying laughing when Zarim did not realize that the door car cannot be closed because of the polisterine.And the car started moved.But finally we can made the door closed.
At the class, me together with Kristy did on the files.Then, we helped Norlia and Mazlia's group to make their game's material.We also gave hands to our friends.On that night,we have been giving some briefs about the game progressed.When it was late night, seemed one by one was going back.When there was only a few people left,Ana asked us to stop because it was already past 1a.m.After cleaned the class and arranged the chair,we went back to Melawis with Banchee's help.Thanks Banchee.

Hai everyone..it's me! I feel like I'm in the 15th century and you guys are heading towards the future. I know that I'm dreadfully late and I hope that Mr. G. can forgive me.Anyway, I'll always keep in touch after this.
Alright, lets see..I can still remember the first meeting when Azura suggested to do our language camp in Sek. Keb. Air Manis. When she told me that the school was located in a Felda, I imagined this old looking school, complete with a croocked look. Me and my silly thoughts. I kept on wondering what it would be to handle those kids.Well, when we discussed about the work that we will be doing, Zarim
suddenly suggested me and her to handle the transportation. Some sort of like the transportation department. Like always me and my 10 cents look, was confused and kept quiet as if nothing happened, although Zarim was still sitting and waiting for my reply. Sorry, Zarim..to keep you waiting that day. Well, of course I agreed to work with her. Who does'nt want to work with Zarim..the most cheerful human being on earth!
So, a week after that, I went to the..what do you call that place?..Jabatan Pengarah Kerja?(if I'm not ,mistaken) I went there to ask for the transportation form. The guy that was on duty that day told me to get the form in my own faculty and submit the form back to them 3 days before the Language Camp. So, I kindly rushed back to the faculty and unfortunately the office has already closed. Why? because it was saturday and its a half day working time. Wait a minute..am I going on too detail? Never mind, as long as I'm still reporting.
In order to submit the transportation form, we (me and Zarim) had to wait for the tentative of the program from Hani. This is because we have to seek the Ketua Jabatan's signiture to proceed our request. it was 4 days before the language Camp to arrive..so as unexpected, me and Zarim were quite worried that we might not get the transportation in time. Zarim told me that Mr. G was worried that we might not succeed. Who knows that he might kill us for not being able to get a bus?
Well, that day..Zarim helped a lot because I had to see my supervisor. Thanks Zarim..thanks for seeking the K.J's signiture. Zarim decided to wait at the Pengarah Kerja around 1.00PM. Haha..I arrived 15 minutes late..wait a minute..I think it's 20 minutes late. I'm so sorry, Zarim (I've already apologized to her that day..). I was late because my supervisor had so many things to remind me, since the due date to submit my proposal is comming closer. All-right, when I arrived, Zarim and I went straight to the transportation department to submit the form. There was only one staff, working. I think it's because it was luch time at that time. When the staff showed us the list of students booking the bus on 2nd february, I felt as if my eyes were going to stick out on the list. Zarim some sort of like plead the staff to find us a bus on 2nd February. Well, everything went fine when they confirmed with us that there will be a bus on 2nd February. That's all for now. I'll be back tommorow to edit in more info. Bye for now!

It's me again. Heehehh looks like Puy Yih is back in action..lolol well I will continue about the language games experience too :) on my part. Hmm the treasure hunt was fun. Although I was standing at the check point lol and hiding the envelopes, I had a good time looking at the kids and their facilitators running everywhere. Some of them are so impatient that they just want to rush off to the next check point. But I stood there and said NO you must answer the questions correctly first. They didnt seem to even understand the questions. The facilitators had to help translate to BM in order for it to be comprehensible to them. The treasure hunt was a little messed up, but I still want to say good job to Suhaimi and whoever prepared the treasure hunt. I understand it must not have been easy to plan the whole thing.
Puy Yih feels that the kids like her :) I guess that is true but I think they don't like me. I just don't know how to humour kids and I don't know how to be fierce yet get them to respect me and all that. Not cut out to be teacher material I guess. LOL :) Well but whatever it was, I did have lots of fun at the camp and I am sure my 'cows' did too. Although they emerged last in everything, but I am still proud of them because I have seen their effort and sincerity in trying in the games that we played. I am happy for them and I hope that they learnt something from the camp.
During Okapi though, they didn't really co-operate. They just let the person who saw the picture do the sculpture. They didn't care at all about the instructions I gave them. Duck emerged as the winners and i helped Christina calculate the points along with Puy Yih.
At night, the kids were running everywhere but soon came under control when the teachers started disciplining them :) Hheheh It was so cold at night that I kept having to have to go to the toilet and I had to get Shu Pyng to teman me :) Hhehee. Then in the middle of the night after a long talk, Christina and Puy Yih and Shu Pyng ate cup noodles. I had a cup of milo and munched some of Shu Pyng's noodles. Then all full and contented, we lay our head down to sleep :)
Well relatives are rushing in and I have to go help serve drinks now. That's how the first day of new year always is eh :) Bye!

Hi everyone. Okay…to continue about the stay at Air Manis. I was talking about the language problem in my last entry, so I will continue from there.
I help manage the kids in hall. It seemed that every facilitator had a different way of keeping the kids occupied. I had my own way….making them ‘play’ while singing, but of course, I was talking in English and most of them had not the least idea about what I was trying to convey…LOL. The kids liked me, I think, but they had great fun with Christine, Farhana too.
Talking about the kids reminds me of the treasure hunt. I was incharge of one of the checkpoints, and was given a heap of envelopes by Suhaimi, the treasure hunt coordinator. Kids from different groups were dashing past me from time to time, most of whom had no facilitators with them. They were such fast runners! I helped some of them with the questions in the envelopes regardless that they were not my ducks (LOL…like that is such a noble thing to do!). The game was quite fun for the kids (not for the facis who had to run for their lives to keep up with their children.).
When the Okapi game was played in the evening, my ducks emerged as the winners. I helped the game coordinators (Christina and Shu Pyng) calculate the marks given by the judges ( I was one of the judges too!). Counted everything twice to make sure it was accurate. Didn’t want any injustice to occur. I also helped to keep the kids under control when a mishap happened among one of the facilitators and several other facis had to tend to her.
When sleeping time came, I ran up and down the children’s sleeping quarters, trying to get the kids who were hungry to go to the canteen to have their supper, and the ones who were not, prepare for bed. I went to the toilets NUMEROUS times because the kids were afraid of PENUNGGU’s (whatever that was) and insisted that I become their grand toilet chaperone.
Okay, I think I have blown my own trumpet very loudly already for one entry. Forgive me friends, but I think that’s what the gameplan requires us to do rite? Voice our contributions – a task which I find very difficult to keep modest, LOL.
Bye everyone.

30 JAN 02 - Today there is a meeting for language camp at 8.00p.m.All group members are come because we have to make the materials for the game in language camp. As a members of materials department i have to help them to make the games materials like cutting the manila cards, papers and so on.Before going to the class i followed zarim-one of the language camp member to the Rainbow to buy some materials for the games like polisterine board. Since i'm quite good in art some of my friend ask me to help them drawing the design for their game materials.Besides that our department have to prepare a t-shirt for this language camp. On 31st of January 02 i will going to Mr.G house with 3 others of my friends to print the language camp t-shirt. For today we done our work until 12p.m sharp.For the unfinished work some of them will be continued on the next day at college.

I think i'm the only person who talk about the preparation before the language camp.Heh...heh...I'm just like the person who are still using 'lokomotif' where are the rest of my friends are using bullet-train. Just now Banchee taught me how to enter the gameplan(I Love U Banchee).I'm sorry MR G for the late entry(I will always keep in touch with this web after this-until February,14th).
On the first meeting when Zura suggested about the school in Felda,I was so excited and started imagined the children.I listened with interesting and raised my hand to agree whatever they had discussed (and ignored my friend's talking about something else because my focusing was on the discussion progressed-sorry my dear friend, you have been abandoned)Then, they have decided for the date.Again,I raised my hand to agree.Wow, it was a long time to wait for the day.I imagined the children will enjoy to learn English with this way because the subject focuses on the game.
On the second meeting,when Farhana told me about my task, I was so eager and asked her whether the first aid will be prepared by the school or us.This is because first aid is very important for any program if there happen a tragedy.Although there are only some basic things in the first aid but it will help us little.Then, Farhana told me about another tasks that I have to do.Anyway,thanks to Farhana because she helped us lots(Thiba and me-the security & health committee)before the program.
It's already late now.This is my first entry and I will come back tomorrow to continue the story regarding the language camp.Adios!

HI everyone it's me again with a big tummy after a sumptious reunion lunch with my family. Since my sister has to go to in-laws tonight. Well anyway tomorrow is Chinese New Year so Gong Xi Fa Cai to everyone :) I guess I will talk a lil about my language camp experience heheh. Wow we had to wake up really early that morning about 6.00am. I went for a bath and my teeth were chattering from the cold. Heheheh then waited for Christina to come. She brought her bumble bee with her!! I quickly asked Dave to get my small pillow from upstairs. I am thankful for that pillow. Since we didn't have pillows to sleep on. Puy Yih brought her blanket which is really a great move because since the four of us slept in the hall we were shivering from the cold. I woke up in the early morning and had to turn of the fan. And even after that it was cold. That was the first night for us. Freezing sleep after heart-to-heart talks. This camp not only made me realise certain things about certain people, but it helped me to be more patient towards the students. They do not have a high command of English and when I see them struggling to understand. I do not get frustrated. Instead, I wish to help them to understand and to make things easier for them. Even if frustration arises, it soon fades away, because I know my duty there. And my duty is to facilitate them. Not to make those 2 days a living hell for them. Christine, Christina and Puy Yih were really good at keeping the kids busy with singing songs. As for me, Banchee, Fyla and me went out in the scorching sun to hang up the banner..LOL it was sort of funny because the rafia string kept snapping so many times and we had to tie it over and over again. :P Then after that I wandered into the hall, and tried to help Mak E T with the back drop since we used to do that in secondary school. So I helped a lil. But I soon saw that I not really needed since everyone piled in to help. So I went to Christina and the others and try to help with the singing. I guess I am really terrible with kids. Well anyway lunch time and dinner time came eventually :) The food was not so bad compared to the jungle police camp I went to in secondary school were we had rations :) Of course it was no luxury as what we could have bought ourselves. But life is never a smooth pavement eh? :) Take the good with the bad.Besides, for me, it's just more experience to be gained :) I guess that's all about the language camp from me now. I will be back again tomorrow. As usual :) Now...I have to help my mom prepare steamboat and I have to help decorate the house too :P Take Care and see ya

hie i would like to wish all my chinese friends a very happy new year and a great holiday to my other friends. i have just safely reached kota bharu this morning.
a brief summary of the past weeks happennings. i went to k 16 for the grand meeting to complete some of the games. everyone was busy cuttingand sticking was done . i help here and there withe the papers. then up to see farah in her room, she was busy wraping the hamper. but the hamper was to heavy it decided to topple down. i told farah to get a bigger sturdy box to fit all those goodies. anyway i tired helping but we ran out of tape and plastic wrappers. so there goes the poor hamper all alone not being wrapped. then christina and i went to the photcoppier to get some document photocopied but had to come back again to get it since there was a big crowd there. after that we went back to the group meeting but nothing much could be done since we didn't have any decorative material to prepare the games. an hour later i went to collect the photocopy and me and christina left for home.

today i'm going to forward my personal view on the lg. camp. first of all i'd like to address the notion of lg. camp itself. well i think lg. camp means more than just having games. it should be covering almost everything about the language. there should be a lot of input as well as a lot of output. the purpose of a language camp should seek to help expose students to studying english and of more importance prepare them for english exams. well our camp at air manis might conform to some of these objectives but considering the nature of the students, games alone may not be of help to them. it maybe my biased view on this but i doubt that the students did learn anything from the games conducted. we managed to instill some team work spirit in them and provide them with a little survival skill besides confidence, but what about learning english? it could hav been the time constraint that made it impossible to have more thorough activities or cmprehensive camp but i just wanna say that we need more input in the future (games might be more to output). what we can do is to organize a real language camp where teaching takes place just as much as playing games related to language.

regarding this whole camp, it was a good experience. though, i would like to suggest to mr. g that he raises the marks for this. i think 20% is just far too little mark for the workload that we endured. from my experience involving in activities alike, this lg. camp has achieved the status of university program. it went beyond what the course requirement expects. considering how everybody worked toward making this camp a success, mr. g ought to consider awarding extra marks for this camp. anyway, you mentioned that this camp is better than the previous one didn't you? so why not make some acknowledgement about it! thanx.

Well like I said, I am back.. and I have lots and lots to say, but i can only do it in one entry.. so I am gonna spilt it up a lil. So I will leave the language camp experience to the next time. I will talk about what happened before the camp, which was the meetings. This is gonna be a lil out of date..but what the heck..i do have a few more entries to go! Oh well..We had a meeting after class and Farhana told us about what was the tentative program and all that. We also decided the next meeting for making the materials. On Wednesday at 8.pm. I arrived at 8.15pm since my 'driver' was late :P But when i reached there was less than 7 people there. No one was doing anything so i just sat down and listen to my linkin park.. and YES MR G I KNOW WHO BARRY MANILOW IS :P hahahhaah and i listen to soft stuff as well :P Well all the people arrived shortly and then we started to get down to business.. Boy there were lots to be done. we put the paper in the files, made the paper for the grouping, and then we made the alphabets for the scavenger game. We also arranged the pamphlets and stapled them. Then after that, Mr G came and then the 'hamper' people came. Christina and I had nothing to do by then, so we wanted to help with the hamper but we were not allowed to. It seemed they wanted to do it themselves. So we sat there. Soon the 'hamper people' came back and we offered our help. So after that, Christina and I got down to wrapping the hampers. I had to go by then. It was about 11pm and I had to go because my friend was waiting for me already. You see, when there was nothing to do and we were not allowed to touch the hampers then i thought our job was done. So i called my 'driver'. I told him 10.30pm but I stayed till 11pm to finish helping with the hampers. I am sorry i didnt stay longer. So anyway, I was told that i was supposed to go and print t-shirts with Mak Iti the next day at 8am. So I was alright with that. But later that night she messaged me and said that it was cancelled. Then later Christina told me there is a meeting at 2PM at K16. And I was alright with that. But later, Banchee called me and told me not to go. She said Mr G only asked for 2 people for the printing of the clothes. And i was like..ummm.... what should I do. Banchee asked me to stay at home and do my thesis. So that's what i did..since she is my 'boss' so i stayed at home and did my thesis. Went to see my supervisor and saw Mr G along the way too. Then on Thursday.. or is it Friday, one coursemate came to give me my tag and t-shirt. It was different from the others, but a few were the same. Actually Banchee asked me to design the t-shirt with photoshop and I did. But it seemed that it has too much colour or too complicated or something..LOL although I think the one I have now is more complicated.. but anyway all is well and I think everyone did a good job with the t-shirts. Well, some didn't even have a camp t-shirt for that matter.Oh well, anyway, I am glad my name was spelled correctly because Puy Yih was Puh Yih and Shamila was Sharmila. Hmm dont know about the rest though. But they had to make do with it since Banchee said ' tak apa lah asal kan boleh baca ' or something like that. Hmmm 4 years together and names get spelled wrongly.. :) Well i guess accidents happen eh. In my next entry I'll talk about the camp. So chiao for now.. :)

Hi everyone
I am back in Ipoh....chinese new year is like a day away and i have NO BAJU RAYA!!! I have two more entries to put in here but this is just to wish all my chinese friends a HAPPY CHINESE NEW YEAR, all my non chinese friends a HAPPY HOLIDAY & COME VISIT ME IN IPOH! Thats all people! =) Bye!

Hi everyone
I am back in Ipoh....chinese new year is like a day away and i have NO BAJU RAYA!!! I have two more entries to put in here but this is just to wish all my chinese friends a HAPPY CHINESE NEW YEAR, all my non chinese friends a HAPPY HOLIDAY & COME VISIT ME IN IPOH! Thats all people! =) Bye!

report on the second day of language camp (3/2/2002)
the second day was much tiring than the first day. and one more thing, the facilitators proved to be less enthusiastic than the students themselves, where the kids woke up as early as 4.30 am. us? we were sleeping like log till around 7. well, that's my case anyway. but let's move to the activity.
as usual, the students were gathered in groups. we were doing a task where each group come up with their own song, and ours were an individualized version of 'jingle bells'. anyway, after the singing session, we all went for breakfast. then we moved to another game, where we did it at the class again, the same one like yesterday. after that one more major activity was done, and it was the drama. we were given time to practice the lines we've gotten yesterday. the next activity included the presentation of the dramas, and this were judged by three teachers. now we move on to preparing for the closing ceremony while they calculate the marks. during the event, prizes were given to winners in groups or individually. the day ended fast where the students were rushing to get back. we only managed to divide the prizes and say a quick goodbye to our group members. then we got ready to go back and pack our things. the bus came and we took our last glance at the school.

on the 30th of january, we met for final preparation for the lg. camp. we worked on all the materials together n' prepared all necessary stuffs for the students. we looked for any shortcomings in all the games to be implemented during the game. kak harison n' i worked on our game n' we decided to change the word stem whereby 3 new much simpler words were chosen for the game. we were also asked to prepare the answer scheme- there were 10 mahjong papers al together prepared for all the groups involved in the game. everything went smoothly that nite n' everybody was busy working on own materials. toward the end, some of us rehearsed some of songs to be taught to the students. the working session ended at about midnight.

LITERATURE REVIEW – LEARNING THEORIES BEHIND ‘ALIEN JUMBLE’

Different learners have unique characteristics that require different methods of teaching. The process of imparting knowledge to a learner is just as important as the content of the knowledge itself. Games in the classroom were adopted by many language instructors in order to infuse the elements of fun, motivation, and comprehensive content. According to Larsen- Freeman (1986), communicative activities include games, role- plays and problem- solving tasks. These activities offer challenges to learners' ability to negotiate meaning using the target language given the input as well as challenge their spontaneity of the cognitive process.
Collaboration is a philosophy of interaction and personal lifestyle whereas cooperation is a structure of interaction designed to facilitate the accomplishment of an end product or goal (Panizt, T., 1996). In the classroom, group work assigned to students is a form of collaboration as students have to ‘join forces’ to produce an end product. Learning requires social interaction and collaboration. (Brown, J.S., Collins, A. & Duguid, S., 1989). Individual group members would have different abilities and skills. Students would naturally contribute and cooperate by using their unique abilities respectively. In ‘Alien Jumble’, the game that was introduced in class, a great deal of Collaborative Learning could be seen. Students had to work together to form a word, by using the jumbled- up letters provided. As the four players could not see their own letters, they were dependent on each other’s cues and responses, in order to guess the word correctly. A collaboration of skills was not only present among the four players of the game, but the other members of the game as well, as they could shout out the directions to help the players. The team members of a group was working with each other, not against each other, like how it would have been if activities were planned for individual students.
Next to that, the different talent in every member of a team is brought out in a Collaborative Learning session. Students tend to put their heads together, when they can see an end product that they are trying to achieve, in this context, either incentives such as prizes, or just the intrinsic motivation to have victory over the other teams. Theories in Multiple Intelligence theories state that there is a single intelligence in every individual that they are born with, and this intelligence cannot be changed. However, it can be nurtured, strengthened, ignored or weakened (Gardner, H., 1983). ‘Alien Jumble’ is a game that requires two groups of students. Therefore, students in a class are usually divided into two equal groups. With over ten students in each group, a large variety of talents, as claimed by the multiple intelligence theory, will be present. This game caters for students with visual/spatial intelligence because they are required to arrange the letters hung on the necks of the players to form a four- letter- word (organizing things spatially). Besides that, students with bodily/kinesthetic intelligence will benefit as well. The game involves much physical movement and creates a ‘hands- on’ experience for students. Students have to move around to play the game. Other than that, students with verbal/linguistic intelligence will definitely contribute tremendously when playing the game. Shouting out the correct direction to help their teammates form the words allow students to produce utterances that will function as good practice/ exposure to the language. The clues given for each word will help students with this intelligence put their talents to good use. Understanding the clues given will help them solve the jumbled –up letters faster. Learning will definitely be enhanced among students who combine their different abilities and function as one. Learning is facilitated when the student participates completely in the learning process and has control over its nature and direction (Rogers, 1969). Students’ motivation will be increased when they successfully unscarmble the jumbled words.

Experiential learning can be described as learning that arises out of reflection on experience, leading to purposive action in order to test out the 'hypotheses' that arise out of this reflection (Jaques, D., G. Gibbs, and C. Rust, 1993). The idea of exploring and discovering becomes the stem of experiential learning. In the game, students had to explore each other’s words, and then make their own guesses on what the word could be. They receive cues from other team members and send out signals to each other through body language (as the four players are not allowed to talk). All team members had a chance to experience it. Students are learning by doing in this game, in a sense that they are learning the words by trying to build the words, and later by using it in context when they form a sentence using the word they just built. Learning from context helps students make connections between new information and what they already know. (Miller, G.A., Galanter, E., & Pribram, K.H., 1960)
All in all, games in the classroom like ‘Alien Jumble’ should adopt ideas from the different theories of learning mentioned in this paper.


Gardner, H. (1993a). Multiple Intelligences: The Theory in Practice. NY: Basic Books.

Jaques, D., G. Gibbs, and C. Rust, Designing and Evaluating Courses. (1993), New South Wales: Educational Methods Unit, Oxford Brooke University.

Larsen- Freeman, D. (1986). Techniques and Principles in Language Teaching
England: Oxford University Press.

Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill.

Miller, G.A., Galanter, E., & Pribram, K.H. (1960). Plans and the Structure of Behavior. New York: Holt, Rinehart & Winston.

Brown, J.S., Collins, A. & Duguid, S. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.

The first day of Language Camp in S.K.A.M (02/02/2002)
I shall start my report from the time we took of from the campus FAB car park. Truthfully speaking, we were late from the scheduled time when the bus finally made a move towards our destination. The trip was tolerable, with not much problem, and for myself I spend it with sleeping. When we arrived there the students were already moving about, filling the place. I was earlier assigned to manage the registration and take the attendance of the pupils with three other facilitators, while checking if there are any missing ones from the checklist. There were about 106 students who had joined the camp that weekend.
The next activity included the opening ceremony and the icebreaking activity a.k.a ‘getting to know you’. We had a short refreshment break. During the dividing of group members, I as the representative of my group went to collect the materials and instructions for the coming two games. When I finally went back to my group, ten students were selected for our ‘snake’ group. Next activity was drawing the poster for our group and selecting a motto. We proceeded with the two games in a nearby class. I explained the games to the two other facilitators of my group, Norlia and Mangala. All of us three took turns to handle the lesson/game. Then we had a break for lunch. The coming activity includes two other games, and this time Mangala went to take the instructions and materials. I as gamemaster assistant under the programme coordinators went to the briefing for the treasure hunt. I was to stand guard at one checkpoint and distribute the envelopes containing clues. I then went to join the class. Again, we three took turn to handle the games. Then we had another short break a.k.a teatime. After the break the treasure hunt was to begin. When the students and facilitators were given briefing on the activity, I went to my checkpoint and spread out the clues. I stand guard while the groups went in and out of my checkpoint looking for clues. Unfortunately, the activity was flawed, were some groups run without their facilitator, and some rascals took other group’s clue, accidentally or purposely. Anyway, the game ended with us getting a long break for cleaning ourselves and getting some rest. We had dinner later, and continued with another game, which proved to be the interesting one of all. We ended the day with a short briefing before retiring to bed. Although some students couldn’t help but get themselves into trouble and running around, making excuses of going to the loo. For the facilitators, for me particularly, I went to sleep a bit later.

Literature Review: V-Web Game (Word Stem)

Learning through experience is, perhaps, the most ideal learning process that guarantees much success in comparison with other learning processes. As Margot and David (cited in David et al. 1985) put it, “The old adage of ‘experience is the best teacher’ still holds true to some extent”. David et al. (1985) further suggests that drawing upon learner’s prior experience and engaging learners actively throughout the learning process are inherent to achieving desired learning goals.
But two questions are worth noting. What is it that actually turns experience into learning? How learners apply their prior experiences in new contexts? Perhaps Duley (1981) provides the best answer to the aforementioned questions when he mentions the process of reflection as the vital element in learning. He points out that reflection is the most essential experiential learning skill that is often overlooked. Reflection is what it takes to turn most of our prior experiences into learning besides assigning meaning to the new learning contexts.
According to Grundy (1982), the notion of reflection in learning can be traced to Aristotle’s discussions of practical judgment and moral in his books ‘Ethics’. She asserts that Aristotle himself explicated the process of practical judgment within the framework of reflective thinking process. Aristotle believed that only by reflecting on all the experiences that one comes to a conclusion of his judgment. Aristotle’s concept of reflective thinking gains support from modern-time thinkers particularly John Dewey. Dewey (1933) argues that reflective activity involves the perception of relationships and
connections between the parts of an experience. He further asserts that it is this activity that enables effective problem solving to take place hence improve learning.
Through the V-Web game, learners are actually made to bring in all their previous experiences with words. As they are required to derive as many different words as possible from the word stem, learners are tested on their ability to utilize their concrete experience (knowledge of words learnt earlier) in accomplishing a new task. In the course of utilizing these previous experiences (knowledge), learners are likely to extensively deal with reflecting upon their recent learning. This conforms to the Kolb et al. (1971) learning cycle, which emphasizes on the use of observations and reflections to conceptualize or generalize new experiences encountered.
The fact that this game requires learners to derive as many words as possible just adds to the game promoting for strong collaborative skill. Working in pairs is indeed an evidence of the game incorporating some elements cooperative learning. The competition for deriving the most words makes the pairs constantly working closely together to ensure the attainment of personal and group’s success.
Deutsch (1949) and Thomas (1957) both argue that working in groups to accomplish group’s goal leads to learners expressing norms in favor of doing whatever necessary for group’s success. This holds true with regard to the V-Web game where each pair is motivated toward achieving success by working on as many derivational words as they could from the word stem. Learners will even take turns to jot down the words while the others work hard thinking for all the possible words. In fact, learners will also work tolerantly with their peer’s ideas (in this case learners will pick the words that scores the most marks and that do not violate the rule of the games) so as to ensure an
accomplishment. This could help weaker learners feel that their classmates appreciate them and want them to learn and contribute to the team (Slavin, 1983b). Besides, Wadsworth (1984) stresses that as learners interact to decide on what constitutes the best, cognitive conflicts will arise, inadequate reasoning will be exposed, and higher-quality understanding will emerge.
On the whole, this literature review forwards two major learning approaches- experiential and cooperative learning. In regard to the former, this game involves every individual learner to actively experience working on the words. In so doing, each individual learner has to activate their schemata of previous learnt words to derive as many words as possible from the given word stem. Reflection, then, plays the vital role in helping learners to accomplish their task. As far as the latter approach is concerned, this game groups learners into pairs. This, then, reflects the game’s motive to subscribe to the cooperative learning principles whereby learners are to exchange their experiences and work on deriving the most words for their team. It is while working on the best suitable words that this game tries to make learners acquire the essence of learning cooperatively in the classroom.






REFERENCES

David, B. et al. (1985). Reflection: Turning Experience Into Learning. New York:
Nichols Publishing Company.

Margot, P. and David S. (1982). Debriefing in Experience-based Learning. In David, B.
et al. Reflection: Turning Experience Into Learning. New York: Nichols
Publishing Company.

Deutsch, M. (1949). A theory of cooperation and competition, Human Relations, 2, pg.
129-152.

Dewey, J. (1933). How We Think. Boston: D C Heath.

Duley, J. S. (1981). Field experience education. In Chickering, A W (ed) The Modern
American College. San Francisco: Jossey-Boss.

Grundy, S. (1982). Three Methods of Action Research, Curriculum Perspectives, 2, 3, pg.
23-34.

Kolb, , D. A. et al. (1971). Organizational Psychology: An Experiential Approach. New
Jersey: Prentice-Hall.
Slavin, R. E. (1983b). When does cooperative learning increase students achievement?,
Psychological Bulletin, 94, pg. 429-445.

Thomas, E. J. (1957). Effects of facilitative role independence on group functioning,
Human Relations, 10, pg. 347-366.

Wadsworth, B. J. (1984). Piaget’s theory of cognitive and affective development (3rd ed.).
New York: Longman.

On the 3rd of January we had our first meeting to decide on the committee members and the allocation of the different tasks to be undertaken by them.The most important of the day's agenda was to decide where and when the language camp should be held.Quite a number of us thought it would be convenient if we have it in one of the schools nearby.But, when it comes to voting, majority of us present wanted a school in the suburbs so as to gain more experience and adventure as some of them said.Well we all agreed on the venue, a near village school in Air Manis.Next we discussed the proposals and other sub committees like those incharge for transport.One of the PROs switched to the transport committee leaving only three PROS.Then we decided on the less important things like the T-shirt and so forth..(1/25/2002 9:30:09 AM) I have posted this to language game report instead of GAMEPLAN.I am transferring this to the right destination.

On the 10th of January, we had a short meeting or rather a briefing session by the director on the outcome of their first visit to the school, Sekolah Kebangsaan Air Manis.The school has agreed to have us conduct the language camp there.The only thing that has not been settled was the budget for food for the 100 participants.We were also requested to meet Ecik Asram to get back our proposal and the materials which they have agreed to provide us.We were also asked to hand over the L1 and L2 as requested. On the 7th of January had a short meeting wth the director, Farhana at the foyer (PSZ).This was actually a discussion on matters concerning the proposal for the language camp.We went through the objectives and some of the details to be enclosed in the proposal.We did some adjustments with the objectives, the number of students to be involved in the camp and a few minor details.The proposal would be forwarded to the Head of Dept., Faculty of Education ( Dr. Hafiz bin Omar) and the Deputy Registrar Officer,En Asram.The PROs would be entrusted with this duty.(1/27/2002 2:30:09) I have posted this to language game report instead of GAMEPLAN.I am transferring this to the right destination.

On January 18th, at 8.15 am had a short meeting with Encik Asram together with the PROs, Pui Yih and Christina.We handed over the documents requested earlier and asked about the materials.We were told that the materials would have to take some time before they can be released.This was because the faculty do not have ready stock of the materials.We were asked to come and get it on the 28th of January.
(1/26/2002 2:39:09 AM) I have posted this to language game report instead of GAMEPLAN.I am transferring this to the right destination.

It's almost a week after our Language camp, held at Sekolah Kebangsaan Air Manis.Personally, I think it was successful and most of us, kind of enjoyed ourselves there.Of course it very tedious and we all felt very exhausted. All I can say is that everybody gave their fullest co-operation and support despite of the 'bad' timing.I hope both the participants and facilitators have gained some valuable experience as well as knowledge where learning L2 is concerned.Any way this 'camp' could be our last get together since some of us would have to leave at the end of the semester. For those who will be going out into the world to teach, your experience at the language camp might help.
(2/8/2002 7:15:44 AM) I have posted this to language game report instead of GAMEPLAN.I am transferring this to the right destination.