report inovasi hema 2016.doc

INTRODUCTION


Hard work needed when learning a second language especially
English. Each and every moment of energy must be maintained over a
long period of time in teaching English. The authentic usage in a
language is very useful to follow and it is a must to create a
different techniques and procedures that is meaningful in learning
a language.





Using games and particularly educational games is one of the
method that the teacher may use in the language classroom. Games
are often used as a short warm up activity or when there is some
time left at the end of a lesson. However, because of the
limitations of the syllabus, games often cannot be use, as much as
they should be. Consequently, it may be inspiring for teachers to
make an attempt to add some games in class in order to develop
students' English proficiency of the target group.




Most of teachers assume that language games are a waste of time
and prefer not to use them in classroom as games sometimes have
been reflected only for its one portion that is fun. On the other
hand, games can provide more than that for the English language
classroom.




Games have long been in favour of assisting language learning.
Here are some of the findings that support this review:




1. Games add interest to what students might not find very
interesting. Sustaining interest can mean sustaining effort
(Thiagarajan, 1991; Wright, Betterridge, & Buckby). After all,
learning a language involves long term effort.




2. Games provide a context for meaningful communication. Even
if the game involves discrete language items, such as a
spelling, meaningful communication takes place as
students seek to understand how to play the game and as
they communicate about the game: before, during and after the
game (Wright, Betteridge, & Buckby, 2005).




3. This meaningful communication provides the basis for
comprehensible input (Krashen, 1985), i.e., what students
understand as they listen and read, interaction to enhance
comprehensible output, speaking and writing so that others
can understand (Swain, 1993).




4. The emotions aroused when playing games, add variety to
the sometimes dry, serious process of language instruction
(Bransford, Brown, & Cooking, 2000) (Eros z, 2000; Lee 1995).




5. The variety and intensity that games offer may lower
anxiety (Richard- Amanto,1998) and encourage shyer learners to
take part (Uberman, 1998), especially when games are played in
small groups.




6. Games are student-centered in that students are active in
playing the games, and games can often be organized such that
students have the leading roles, with teachers as facilitators.




7. Games can involve all the basic language skills, i.e.,
listening, speaking, reading, and writing, and a number of
skills are often involved in the same game (Lee, 1995).




8. Many games can be played in small groups, thereby
providing a venue for students to develop their skills in working
with others, such as the skill of disagreeing politely and the
skills of asking for help (Jacobs& Kline Liu, 1996).




9. As many games can be played outside of class, they provide
a means for students to use the language outside of class time
(Ellis, 2005).




10. Games can connect to a variety of intelligence (Gardner,
1999), e.g.,

a) Games played with others involve interpersonal
intelligence

b) Games involving drawing connects with visual/spatial
intelligence

c) Games often have a hands-on element, such as cards,
spinners, or pieces, which connect with
bodily/kinesthetic intelligence.




In theory, the use of games not only promotes active participant
of students in classroom learning but also creates a positive
atmosphere for students to learn and enjoy themselves at the same
time. Ellington et al. ( 1998) believe that language games are an
excellent means for learning. Karlin (1975) suggested that there
are many reasons for language learners to use games in the
classroom. First of all, language games are good motivation and he
believes that even weak students will come to class to play.
Second, games are excellent reaching devices and good for
reinforcing learning. Third, language games can be used to develop
creativity and to promote critical thinking. Related to this,
Johnson and Morrow (1978) stated that the use of language is task-
oriented and has a purpose and proposes that the process can be
practiced in language teaching. Success or failure of the task
mediated is seen to be judged in forms of whether or not these
tasks have been performed.




McCabe ( 1992) stated the obvious: that we play language games
because they are fun. The fun of the games lies in the combination
of reality and make-believe. Players enjoy exercising power,
negotiating, making decisions-especially in spheres of activity
where their real-world influence is negligible. Prensky (2001)
lists 12 elements on the characteristics of language games:

Games are a form of fun. That gives us enjoyment and
pleasure

Games are a form of play. That gives us intense and
passionate involvement.

Games have rules. That gives us structure.

Games have goals. That gives us motivation.

Games are interactive. That gives us opportunity on
working hands-on.

Games have outcomes and feedback. That gives us
learning.

Games are adaptive. That gives us flow.

Games have win states. That gives us ego
gratification.

Games have
conflict/competition/challenge/opposition. That
gives us adrenaline.

Games have problem solving. That sparks our
creativity

Games have interaction. That gives us social groups.

Games have representation and story. That gives us
emotion.




He further points out that nothing else provides all these
except for games. In a nutshell, language games at their best, are
highly social and consist of highly interactive experiences. He
identifies six key structural elements of games: rules, goals and
objectives, outcomes and feedback,
conflict/competition/challenge/opposition, interaction and
representation or story.

Deesri (1992) points out that to use games in classrooms, it is
equally important that before playing, the rules of the games are
clearly explained and well understood by the students. There should
be only a few, well-explained rules. Demonstrations also can be
very helpful because it can help students understand the game and
help them follow the rules. Otherwise, they will misunderstand the
purpose of the game and they may not get the benefits they should
from the game.


From above statement it is obviously seen one of the useful
strategies to encourage learning a language is by using games. I
have decided to adapt and develop a board game and turn it into a
new version where the content of the game is my original ideas.

Board games are an important tool to provide hands-on and heads-
on skill and knowledge development for people of all ages in all
subjects. Board games are a versatile asset in the classroom
because board games can create an engaging atmosphere. Board games
also provide a non-threatening, playful, yet competitive
environment in which to focus on content and reinforce and apply
learning. Mistakes are useful and point out what we need to learn.
The board itself provides a visual metaphor to help connect
information and provide motivation, lower student's stress, and
give them the opportunity for real communication.

To achieve the above mentioned statements, it gives me some
thoughts on using board games in the language classroom. When using
board games, we should keep in mind how these five characteristics
are exemplified in learners' interaction. Furthermore, it is
important that lessons that implement board games should be
composed of warm - up activities, formal instruction, tasks, and
wrap - up/reflection activities that integrate all language skills
to provide learners with a holistic language learning experiences.

One thing to keep in mind; games are fun and engaging, but it
frequently requires considerable work on the part of the teacher.
Strategically identifying simple games, especially board games that
lend themselves to the language being targeted can save teachers
precious time and energy.




SOURCES OF IDEAS



One of the problems in teaching English language is that they
are too abstract at all levels, especially in basic stage. The
excessive abstraction in learning activities causes students to
dislike the second language. The simple fact that making students
to sit for two hours to what the teacher says, without doing
anything else than thinking make them bored to learn English
Language.

I have taught Communicative English the way I learned it using
chalk and talk, audio lingual, multimedia and etc. As a result,
students would use their hands to prop up their heads while looking
utterly bored in class. Only few students participated regularly,
and those same few were the only ones who really knew what they
were doing. I started to reflect on my classroom teaching and
learning process.

My techniques or passion was not any different. After much
thought and reflection I realized that it was the method and
strategies in my teaching.

Before further portrayals, lets overview of module SKW 2015
Communicative English (CE). In Kuala Langat Community College, CE
has been offered as a compulsory component for students. Students
are required to take the module up to Workplace English course. The
rationale for such requirement is to equip students with the
language skills so that they will be able to communicate in real
working environment. SKW 2051 is language course that is imposed on
1st and 2nd semester students at Kuala Langat Community College.
CE requires two hours per week of classroom instruction for a
period of thirteen weeks. Assessment components are two quizzes,
two oral tests, one oral presentation and one assignment. The total
marks for Continuous Assessment (CA) is 70% and the remaining 30%
is Final Assessment (FA).

Referring to Table 2.1, Continuous Assessment (CA) data
scores throughout the November 2014 session. This data were
obtained from 74 students who took Communicative English (CE).

Whist table 2.2 is the grading system being used in entire
Community College. According to it, the "excellent" remarks falls
in the range of 90 to 100 marks. Next "very good" remarks in the
range of 80 to 89 marks. "Good" remarks have a very vast range of
marks where it starts from 65 to 79. At the same time, "credit"
range marks from 50 to 64. Finally, "pass" remarks falls on 40 to
49 and the rest is considered fail.

"Continue "Written Assessment "Oral Assessment " "
"Assessment" " "Percentage % "
"/ Student " " " "
" "Quiz 1 "Quiz 2 "Assignment "
"90 – 100 "A+ "Excellent "0 "
"80 – 89 "A "Very Good "6 "
"75 – 79 "A- " "8 "
" " "Good " "
"70 – 74 "B+ " "11 "
"65 – 69 "B " "16 "
"60 – 64 "B- " "6 "
" " "Credit " "
"55 – 59 "C+ " "8 "
"50 – 54 "C " "4 "
"47 – 49 "C- " "2 "
" " "Pass " "
"44 – 46 "D+ " "0 "
"40 – 43 "D " "1 "
"0 - 39 "F "Fail "12 "
"Total "74 "



Table 2.2: Grading System












Figure 2.1: Result Of Communicative English CA of the November
2014 Session



Figure 2.2: Result Of Communicative English CA of the November
2014 Session

In Figure 2.1 bar graphs and Figure 2.2 pie chart
illustrate the distribution of remarks with number of students
and the percentage. There are 12 students fail and the
percentage is (16%). This followed by 3 students falls on pass
remarks (4%). There are 18 students who scored credit remarks
(25%) and 35 students on good remarks (47%), this is the highest
among others. Ultimately 6 students obtained very good remarks
with (8%). Unfortunately, none scored excellent remarks.


After reviewing the above results, I instantly thought of
transforming my teaching techniques to 'Gamification'. By using
games, students learn without even realizing. Traditional
educational methods have not focused on games, but have
primarily stressed lectures. Therefore, I'm as an English
Lecturer in Kuala Langat Community College has sparked
an idea to create a game in the form of English Mania board
game. So that students will be stimulated to apply creative
thinking in their development process. It is also very useful
technique to keep students motivated.




2.1 PROJECT CONCEPT

The use of Giant English Mania board game in the English
language classroom will be collaborative techniques when the
games involve structured tasks monitored by lecturer as a way to
improve English language proficiency especially social
interactions.

The English Mania board game is an adaptation of board
games. Nevertheless, this English Mania carries its
uniqueness of the size, content and portable. The canvas
surface is ideal for use indoors and outdoors. Easily fold
and roll up into the suitcase. As I mentioned in my
introduction, this board game will give my student a visual
metaphor when they act as the actual playing piece on the
layout. Furthermore, the content of the English Mania is
different from other board game where it has speaking, writing,
listening, reading, role play, brain teaser, problem solving,
tongue twisters, antonym, synonym, descriptions, instructions,
rearrange words, singing and spelling.













2.2 OBJECTIVES

The English Mania board game has generated as it
will act as a teaching tool and at the same time reversing the
teaching techniques from the traditional way to an interactive.
Moreover, there are two main objectives to be achieved as below:

I. To change the teaching techniques from the
traditional way to interactive by using games.

II. To make use of English Mania board game in the
classroom.

2.3 DEFINITION

A brief explanation of the terms used in the report to
make reader have a better understanding about the games.

2.3.1 English

English is a global language and it is widely used in
Malaysia. It is foreseen that with the trend of globalization,
this country will face stiffer competition from other foreign
countries. As a second language in Malaysia, English is
extensively used in the education system from primary up to
tertiary level.

Therefore, Malaysia students should be able to
communicate in English. Thus, this put emphasize on the use of
English in the board game.

2.3.2 Mania

Mania is an excessive enthusiasm or desire; an
obsession. Now the global 'obsession' with learning English.
Due to this obsession by using the Mania in, the board game
drives the enthusiasm or desire of my student to learn English.





2.4 LIMITATIONS OF THE PROJECT

A number of important limitations to be highlighted.
The first is that the number of students on which selected from
six classes of 74 continuing and modular certificate student of
the Kuala Langat Community College. Next, their CA marks from
November 2014 session were to represent under pilot game. The
result of the pilot game obviously will not represent the
country's whole population sample.




BACKGROUND OF THE PROJECT



In order to teach creativity, one must creatively; that
is, it will take a great deal of creative effort to bring out the
most creative thinking in the classes. Of course, creativity is not
the only required element for creative lecturer. They must also
know their fields and know how to create an appropriate learning
environment. Learning by playing students not only "get it" but get
so engaged as to challenge the setup. How can I engage the student
in their learning? How can I empower the student to take
responsibility for their learning? How can I get them to talk in
English with others? Finally, what is the technique that will
save the time, energy, etc.? It was those questions that sparkle to
generate creatively the English Mania.




English Mania is an easy-to-play, fun and exciting
activity for students to learn English. Players of various ages and
abilities may play together, as a group. English Mania develops on
speaking, writing, reading, role play, tongue twister, brain
teaser, problem solving, singing, grammar, spelling 'B', and
sentence gamble. It used as a fun and useful activity for the
entire 90 minute class. It also can use as a 20 - 30 minutes
activity within a larger class. The purpose to generate this game
is to be my assessment tool to evaluate students' continuous
assessment at the same time as an enjoyable way, for students to
improve their English.




English Mania playing time can be fixed to match the class
time. The players can be from 6 individual players or up to 5 in
teams. Answers for certain activity is included while the rest of
answers will be based on students' performances.




The layout for this game is made of canvas which is high
quality, long lasting materials and easy to set up. It is ideal for
use indoors and outdoors. Colors reduce visibility of dirt and look
great with inflatable dice. The inflatable dice are great fun. Both
layout and dice easily fold and roll up into storage bag. In this
version there is no counter piece; the student will take the role
as the counter by jumping from square to square. Two pieces of
colors hand fans are included to use in the game. One is green for
a correct answer and red for incorrect answer. Players throw the
dice and jump in the square around the board; answering the tasks
given to them as they go. Throughout the game, there is 'BONUS'
'DANGEROUS' zone and WILD CARD. These may make the players miss
their turn or make them move to another space. At the end of the
game the first player to reach the finish square, wins the game.
Believe me, this game will be the most challenging and fun for the
student.

















































3.1 COSTING

Materials used to create this English Mania are
canvas printing, hand fans, inflatable dice, recycle A3 box,
A4, color papers, scissors, ruler, glue, bell and hand fans.




Table 3.1 Costing for Previous English Mania

"NUM "ITEM "UNIT "PERUNIT "
" " " "(RM) "
"2 "A4 colour papers "100 sheets "Recycle "
"3 "A4 white papers "10 sheets "Recycle "
"4 "Canvas Printing "1 unit "224.00 "224.00 "
"5 "Smiley Face with "2 units "Reused "
" "ice – cream sticks " " "
"6. "Inflatable Dice "1 unit "18.70 "18.70 "
"7. "Call Bell "1 unit "9.00 "9.00 "
"Total for Per unit "251.70 "


































Table 3.1 Costing for Latest English Mania

"NUM "ITEM "UNIT "PERUNIT "
" " " "(RM) "
"2 "A4 colour papers " 13 sheets "13.00 "
"3 "A4 white papers "350 sheets " "
"4 "Canvas Printing "1 unit "330.70 "330.70 "
"5 "Smiley Face with "2 units " "
" "ice – cream sticks " " "
"6. "Inflatable Dice "1 unit " "
"7. "Call Bell "1 unit " "
"Total for Per unit "433.60 "








































3.2 METHODS TO CREATE ENGLISH MANIA

Part 1: Designing the Game

1. Write down ideas. Keeping a log in a sketchbook or on a computer
can really help get good ideas flowing. Use this log to write
out every idea about the game as begin designing it. This helps
to quickly separate good ideas from weak ideas. There are two
basic approaches to start designing: Themes and Mechanics. These
two concepts are the foundation of all board games.

Themes are the "feel" of the game, and can also be
referred to as the "genre". English Mania board game
theme is language game.

The mechanics are the fundamental ways the players
interact with the game. The mechanics used in, the board
game are the players.

2. Determine the age and level of proficiency. Knowing the age
range and level of proficiency of tentative players would allow
to design the game as simple or as detailed as it to be and
would allow to create age and level of proficiency appropriate
rules. As I'm designing board game for adults, so I create
something that is more competitive and exciting.

3. Set goals.

Decide how many player the game will support. This
language game is for the whole class.

Approximately 45 to 90 minute game

This game will based on luck and language skill.

4. Decide how players will win. The winner of this board game is
who is the first player to reach the FINISH space.

5. Write out the basic rules. These will undoubtedly change during
the course of the game being developed, but a basic set of rules
will allow to quickly begin testing and experimenting. By
keeping in mind my win conditions, and the mechanics are clear.




Part 2 Testing it Out

1. Create a test game. Before the beginning work on the actual
game, I create a rough test game so that I can play around with
the mechanics. It's not pretty; I just need to be able to see if
the basics work as they should.

I cut out markers and pieces from cardstock

I use coins as counters.

2. Sketch a rough draft of the board design. This will allow me to
determine whether I need to include more or less detail in my
final design. Depending on the theme and the mechanics of my
game, the board may or may not include the following elements:

A path. To make sure to add start and finishing
places and to set out a clear direction for the
player(s) to travel along. Decide whether or not to
split or loop the path to add variation or extend the
game time.

Positions on which to land. These I have designated
square shapes. Make sure that some positions redirect
players.



Figure 3.2 Rough sketches




3. Test the prototype. Once I have all of the basic pieces
assembled for the rough draft, I start testing the game to see
how it plays. Before taking it to canvas printing, I play it
myself by playing as each possible player. It can be difficult
to strategize against myself, but I can get through a large
number of games this way and collect valuable testing
information.

I practice to always write down what works and what
doesn't and make changes as I see fit to the board and
the other components.

I try to break the game while testing it against
myself. See if it's possible for players to always win
if they do something specific, or if the rules can be
broken at all.



Figure 3.3 Colouring




4. Play it with a few students. Once I have played the game solo
untill most of the kinks seem smoothed out, now it's time to
take it for its first real test. Pilot Game, I gather a few
students and explain to them that I would like to test the game
that I'm working on. Let them know that it is a work in
progress, and that I appreciate their feedback.

I took extensive notes while the game is being
played. Note, anytime if someone doesn't seem to be
having fun, or any time that the rules get confusing.
Pay attention to how the games end. If one player is
consistently far ahead of the other players, look at how
that happened. Board games are more exciting when
multiple players are in close competition.

I try to not get defensive when I start receiving
criticism on the game. Criticism is essential to making
sure that the game is as fun as possible for the
greatest amount of people, I make myself to be polite
and write everything down.

Even I try to watch a group of people play without me
being involved. This helped me see how a group that is
entirely unfamiliar with the game approaches the rules.

5. Refine the pilot game. As I finish pilot game, I make necessary
changes or adjustments to the board, rules, and components that
I think will help playability.




Part 3 Design the Final Product Layout

1. Gather materials. The testing process is complete and I'm
happy with how it played, I started on creating the final
version of the game. Make a list of all the parts that the
finished product will require.

Board games are traditionally mounted on chipboard or
binder board. The uniqueness of my board game is it
giant size. So creatively design by making sure the path
or playing field is clearly marked. I design the board
as vibrant as possible, so as to capture and maintain
the interest of the players. After designing the layout
it is printed on canvas and high-quality stock.



Figure 3.4 Giant size English Mania

2. Create any additional materials. My game involves the use of a
dice, I just bought online inflatable dice for easy storage.
But to do smiley face, I had two ice cream sticks and print out
sad and happy smiley face to stick on it. Addition, that i used
is the call bell is the standard bell meanwhile, the
instruction booklet and the tasks I printed it in seven
different colors and laminated it.












Figure 3.5 Howard Gardner Multiple Intelligences

I have created task by implementing Gardner's theory in my
board game. The specific examples of tasks are as below:
Intrapersonal Intelligence
students explore on agree or disagree task for example :
I think grammar is the most important thing to learn, when you
study English.
Instructions
First, read the statement above. Then, try to explain your opinion
with reason.
For example :
Statement : I hate oily food.
Opinion : In my opinion, I think oily food is not
good for health because it will affect our
digestion system.
"Stating an opinion "
"In my opinion... "
"The way I see it... "
"If you want my honest opinion...."
"According to ... "
"As far as I'm concerned... "
"If you ask me... "












Interpersonal Intelligence
students develop cooperative learning skills solving problems
and answer questions for example :
BRAIN TEASER

What can you never eat for breakfast?

Musical Intelligence
students sing a song based on the provided theme for example :
SINGING

Sing an English song based on the theme provided: LOVE

Spatial Intelligence
students explore task based on pictures for example :
4 pictures 1 word



_ _ _ _ _ _ _

Kinesthetic Intelligence
students play the giant board game itself.




Verbal/Linguistic Intelligence
students read and write task for example:
End this short story
One night, Millie was up late reading in bed. She finished the
book she was reading (The Story of Ferdinand) and looked over to her
shelves to see what else she might read before she went to bed. Right
there on her shelf was something she had never seen before. It was a
blue bottle. The blue bottle was about as tall as a small book, had a
round bottom, and a thin neck. And while the bottle looked as if it
were made out of glass, Millie could not see through it. Millie got
out of bed and went over to the bottle. She picked it up, carefully,
afraid that it might break. She was surprised at just how heavy it
was. Certainly heavier than any other bottle this size she had ever
before lifted.
She looked down into the bottle, but it was too dark inside to see
anything. So she shook it. She heard a rattling sound. There was
something inside! She turned the bottle upside down and shook it
again, to see if anything would fall out. Something almost fell out
and then it didn't. Whatever was inside was now stuck in the bottle's
neck. Millie shook harder and harder. Finally, something small fell
onto the floor. It was a …………….
Logical/ Mathematical Intelligence
students given math games for example :
Two of my digits are even, but my ones digit is odd. The sum of my
digits is 11. I'm between 256 and 299 and I'm not 281. Who am I?

























3. Finally, I found a suitable packaging for English Mania . This
is portable to bring it anywhere for indoor or outdoor.








Figure 3.6 The English Mania package





THE IMPACT OF ENGLISH MANIA



The pilot games showed that the game could be dynamic
teaching and learning tool that involves tasks oriented. In an era
when many students are oriented towards games or stimulated such as
video games, word search etc… it is logical to utilize games as
learning tools. This game can be used to create a positive attitude
towards learning English and allow students to integrate problem
solving skills.

Based on observation the students were very enthusiastic
and showed great support even before knowing what was about to
occur. Then, obviously, the students understood the instructions on
how to play the game and played extremely well. They were very
excited and making noise to show their eagerness to play together.
Though the class was noisy, it was noticed and observed that the
students were actively involved in the learning process. They were
getting things right and kept their understanding as the games
progressed.



Figure 4.1 Student roll the dice.



Figure 4.2 Student picks a card based on the space landed



Figure 4.3 Student given three minutes to discuss and complete the
task on the card.



Figure 4.4 On-going discussion



Figure 4.5 Student performs the answer

It was also observed that even the quiet and somewhat lazy
students were paying attention; they were participated in the game.
They showed great interest in learning as they were answering
correctly to all the responses. This tends to supports Avedon
(1971) who stated that the main reason why games are considered
effective learning aids is that "they spur motivation and students
get very absorbed in the competitive aspects of the games;
moreover, they try harder at games than in other courses. Naturally
when playing games, students are trying to win or to beat other
teams –either for themselves or on the behalf of their team. They
are quite competitive while playing because they want to have a
turn to play, to score points and to win". In the class, students
will definitely participate in the activities. It can be clearly
seen that games captured students' attention and participation.
They can motivate students to want to learn more. Moreover, it can
transform a boring class into a challenging and fun one.

Besides that, students became excited as they were rolling
the dice to know what their next space and was in nervous for what
type of task that they need to answer. The observation truly showed
an active participation from the students.

Basically, all of them understood the game and its
objective that carries the lesson. Furthermore, six interview
questions were posed to ten students representing the larger group
of subjects. The students provided many comments and feedback that
bear on the effectiveness of using board games to teach English.
This section shows the findings on the views on the lesson carried
out and their understanding of the lesson taught. Interview session
also use to obtain information and gain relevant insight. Hence,
they also have gave an idea of 'what students feel and think'
regarding the entire process of learning and its methodology.

Anecdotal comments gathered during the interview indicated
that generally, all the students felt that board games were
interesting way to learn English and fun. The interview extract is
as below.

Student 1 : Yes, because it makes me happy

Student 2 : Yes, because I understood the way it's played and
conducted.

Student 3 : Yes, it is simply great and awesome.

Student 4 : Yes, because it helps me to gain knowledge and reduce
stress

while studying.

Student 5 : Yes, it helps my learning effectively.

Student 6 : Yes, because it create a lively and cheerful
environment.

Student 7 : Yes, because I am able to learn the language and
remember

better.

Student 8 : Yes, because I like the way lesson it taught.

Student 9 : Yes, because I am able to learn English and can

understand better.

Student 10 : Yes, because I can remember the lesson well.

Thus, it is evidential, based on student perception, that
the students like board games being incorporated while teaching
English. In theory, the use of games not only promotes active
participation from students in classroom learning, but also creates
a positive atmosphere for students to learn and enjoy themselves at
the same time. Ellington et al. (1998) believes that language games
are an excellent means for learning. Feedback from students have
confirmed that board games are interesting and they liked it as a
medium of learning.

Apart from that, when asked 'why they like board games?'
the students have all answered that they help to release stress,
are enjoyable, not boring and help their learning process. This is
in line with Schultz (1988) who notes that stress is a major
hindrance in the language learning process. This method (board
games) has been developed to make students forget that they are in
class, and to relax students by engaging them in stress-reducing
task. Thus, it is believed that language games help students to
learn a foreign language effectively and improve their learning
process. This is further supported by the responses to the next
question. The interview extract and the analysis are shown below.

Student 1: It makes me remember what I was taught

Student 2: It develops my learning skill

Student 3: I am able to counter-check my spelling and improve my
communication.

Student 4: I can remember better.

Student 5: It helps to develop my critical thinking and enhance on
my memory power.

Based on the interview responses, it is noted that board
games do help in their language learning process. According to the
students, they truly agree that board games do enhance their
ability to learn English effectively. Based on their responses, the
students said that they can store in their mind and retrieve it
whenever needed as the English language was linked to games when it
was taught. Some said that it is very easy and comprehensible. They
also added that it was very motivating, simple, comprehensible,
joyful, stress-free. Some even said that 'language game is the
best'! These responses help to answer the first research question
regarding the potential for games to motivate learning.

The positive effects of the games may be realized when the
lecturer considers how games can be address by National Training
Laboratories in Betel, Maine research where it illustrates the
percentage of learner recall that is associated with various
approaches. The first four levels (lecture, reading, audio visual
and demonstration) are passive learning methods. In contrast, the
bottom three levels (discussion group, practice by doing and teach
other and participatory) active learning methods. The Learning
Pyramid clearly illustrates that active participation in the
learning process results in a higher retention of learning.



Figure 4.1 The Learning Pyramid

Even this game could be use by short courses at Kuala Langat
Community College. Short course participants from various ranges of
age are interested to learn English so the game can be the tool to
teach them English in a fun way. A major benefit of the game was
that it offered variety in terms of teaching methods and provided a
means of developing the language skills among the students

Lecturer gets the whole class cohesion in getting the whole
class speaking in English. The game took time, effort and much
thought to develop, pilot and implement and those factors need to
be considered carefully.

Not many, if any, teacher training programs teach time
management skills. I took to scouring my classroom for
opportunities to create the efficient products and cut down on
wasted time. This game helps to save time in the classroom by
getting the student to play the game because the lecturer has less
time to do preparation before entering the classroom due to ad hoc
meeting or events pop up in the last minute. So lecturer won't feel
bad or guilty leave behind the class without any task. The game can
replace the lecturer role in a classroom in a way students will
have independent learning. Alternatively the game can use as a
testing mechanism to assess student performance for continuous
assessment.

The game may be expensive; it will save money in the long run
because it cut a lot of energy costs. Similarly, to conduct the
class to attract student participation need to use technology. The
usages of computers in the classroom to ensure students are
prepared to meet the demand of twenty first century and new
authentic and meaningful learning experience. The game has the same
ensuring but the plus point of this game is saving energy where it
does not use technology but it still provide more fun and learning
environment.

Last but not least, the game also saves the energy of the
lecturer where the products come with lightweight packaging. In our
daily life, we rely on many materials. Think about the impact of
every product I use. For example, the lighter an object, the less
fuel is required to transport it. A heavy suitcase in the boot of a
car will require the car to consume more fuel during its journey.
The same goes for all product packaging. Therefore, products
wrapped in lightweight materials, thus helps the environment.







5.0 SUGGESTIONS FOR IMPROVEMENTS

After initial development of the game and its rules, an
oversized game board and a pilot game was conducted to investigate
how the game would be played and what issues or hurdles might be
encountered by players. A few changes has been made. For example,
has change it to a more commercialized package or to corporate
package. The hand fan to a smiley face and the colourful cards
arrange in the paper box to look more organized. Whilst, from
normal bell to a call bell.

Table 5.1: Suggestions for Improvements on
English Mania
"No "Date "Competition "Suggestions for improvements"
"1. "6th May "Took part in "- Improvise to a more "
" "2015 "the Innovative"commercialized package. "
" " "Competition of"- Improvise from normal bell"
" " "Kuala Langat "to a call bell. "
" " "Community "- Add on with WILD cards. "
" " "College 2015 " "
"2. "3rd – 4th "Took part in "- Print a 20 x 20 size "
" "June 2015 "the Research "layout with more adult look "
" " "Innovation "size of each spaces can fti "
" " "Skills "for two students. "
" " "Exhibition "- Print standardised task "
" " "2015 at Hulu "card in A4 size. "
" " "Selangor "- Improvised to a more "
" " "Community "portable and commercialized "
" " "College "carriage. "
" " " "- Improvised from answer "
" " " "booklet to an instruction "
" " " "manual . "


.













Figure 5.1 Previous package and items

















Figure 5.2 Second previous package and items




















Figure 5.3 Latest package and items







6.0 CONCLUSIONS

Writing this report has made me realize several things about my
teaching and learning style, the environment which I hope to
create, and the way I encourage students learning and production. I
believe that learning takes place in a community with students
learning from each other and of course from me. I also believe that
I learn from them. Board game provides students, especially
teenagers, a situation to learn without barriers created by social
norms, and mundane routines or performances. Board game encourages
language production and social interaction in a playful,
nonthreatening way.

For years, I felt alone in the usage of games in a classroom,
and was embarrassed to admit that I was writing reports on
something so trivial. However, I found a plethora of resources that
speak volumes about the educational value of games and contain
extensive examples of board game to play in a classroom. Initially,
I felt that writing this report should be something about new
monumental learning for me, and should not be based on something
that I already do, or am familiar. Conversely, I now feel that
exploring this topic has increased my ability to validate the
educational soundness of what occurs in my classroom. Now, I know
that game is not only making my students have fun, but also to
increase their learning in English language.



















REFERENCES

Haris, C.R. (n.d). Create board games to enhance classroom learning.

Hyginus Lester, Jr. Lee.(2012). Malaysian Journal of ELT Research Vol.8
(1),
SMARTies : Using a board game in the English classroom for
edutainement and assessment.

Mania Moayad Mubaslat. (2012). The effect of using educational games on the
students' achievement in english language for the primary stage.

Shelley Chang & Jenny Cogswell .(2008). Using board games in the language
classroom.

Regina Helen Mateos Rodilla. (2012). Playful learning in the EFL class: The
beneficial use of board games and the lego serious play method.

http://www.teflgames.com/why.html


http://www.learnnc.org/lp/pages/760


http://www.memoireonline.com/09/10/3914/


http://busyteacher.org/7756-top-10-board-games-for-the-esl-
classroom.html


http://theeducatorsroom.com/2013/01/


http://www.witslanguageschool.com/NewsRoom/ArticleView/tabid/180/Articl
eId/


http://digitalcollections.sit.edu/cgi/viewcontent.


http://makezine.com/craft/how-to_make_a_big-as-life_boar/
http://www.amherstlodge.com/games/reference/gameinvented.htm


http://gamedevelopment.tutsplus.com/articles/how-to-learn-board-game-
design


Appendix 1



Interview Questions



1. Do you feel board game is interesting? Why?


2. In your opinion, what board games means?






3. Why do you like board games?




4. Do you think board games helps in your learning process? How?




5. How do board games enhance you to learn effectively?