GGGE6313 PROGRAM EKSEKUTIF FAKULTI PENDIDIKAN UNIVERSITI KEBANGSAAN MALAYSIA

1. CREATIVE PROJECT:
MINUTE TO WIN IT!
GGGE6313
PSYCHOLINGUISTICS AND LANGUAGE TEACHING
Date : 9 December 2017
Submit to : Dr. Maslawati Mohamad
Name :
Aamirah Aiza binti Zakaria
GP05622
aamirahaiza@yahoo.com

2. This presentation will cover…
1) Major problems and issues related to
language learning
2) Strategies to overcome the problems
( Minute to Win It! )
3) Strength and weaknesses of the strategies
4) Recommendations

3. Participants
• Year 1 (7 years old)
• Pupils from a school in Perak.
• 5 pupils
• Duration: 2 weeks

4. PART A

5. MAJOR PROBLEMS AND ISSUES
RELATED TO LANGUAGE LEARNING
• Difficulties in absorbing the newly introduced words and
integrating them with the pictures and actions
• Difficulties in remembering the spelling of words
• First language interference (L1)
• Not confident and lack of motivation to use English in the
classroom

6. MAJOR PROBLEMS AND ISSUES RELATED TO
LANGUAGE LEARNING (CONT.)
Unable to relate the
pictures with words
Unable to spell
correctly
Errors in language
transfer

7. PART B
STRATEGIES TO OVERCOME PROBLEMS

8. MINUTE TO WIN IT
PROJECT!
Say It to Win It
Keep It To Win It
(Cycle 1)
Keep It To Win It
(Cycle 2)
Guess It to Win It

9. Activity 1: Say It to Win It
• Objective: Introduce the vocabularies to the
pupils.
• Applies the theory of CLASSICAL CONDITIONING by
Ivan Pavlov.
• Involves drilling of picture, words and spelling.
• Teacher flashes the cards containing pictures and
words.
• Pupils look at the pictures, pronounce the words and
spell them.
• Applies the theory of MULTIPLE INTELLIGENCE by
Howard Gardner.
• Accommodates pupils with verbal-linguistics and
visual-spatial intelligence.

10. Activity 2: Keep It to Win It (cycle 1- in pairs)
• Objective: Allow pupils to practice identifying the
pictures and associate them with the words learnt
previously.
• Pupils pick a card, guess the picture and spell it. The
other pairs check the answer using the answer sheet.
Pupils keep the cards if they answer correctly.
• Applies the theory of SOCIAL CONSTRUCTIVISM by Lev
Vygotsky.
• Scaffolding – Pupils work on the activity with the help of
their partner (chosen among the advanced pupils)
• Collaborative learning – Pupils discuss the spelling of words
with their partner and then with others in the group.

11. Activity 3: Keep It to Win It (cycle 2- individually)
• Objective: Develop pupils’ confidence in picture-word
association and spelling skills as learnt previously.
• This game was played individually.
• Applies the theory of COGNITIVE CONSTRUCTIVISM by
Jean Piaget.
• Concrete operational Stage (7-11 years old)
• Children begin to think symbolically and learn to use words and
pictures to represent objects.

12. Activity 4: Guess It to Win It
• Objective: Test pupils’ mastery of the words
learnt previously by acting the words out.
• Applies the theory of BEHAVIORISM by John
Watson.
• Rewards and positive reinforcement (competition
between groups)
• Drilling in a fun way (involves repetition)
• Applies the theory of Hull’s Drive Reduction
Theory of Motivation
• “Motivated behaviour starts off with a need which
causes a drive to develop”.
• Homeostasis

13. PART C

14. The Strength of the Activities
Pupils enjoyed
playing the
games so
much.
The activities helped
pupils to use their
various senses and
accommodate various
learning styles.
Pupils developed their
language skills
according to stages
(simple to complex
activities).
Pupils are more
confident to
volunteer answering
the questions
throughout the
activities.
The activities
provided pupils
the opportunity to
communicate
(CLT)
Pupils participated
actively throughout
the activities (21st
century teaching
and learning
process).

15. The Weaknesses of the Activities
Teacher faces
difficulties in
managing the
classroom.
Teachers do not have
ample time to prepare
all the materials
(time constrain).
The post-test
should have more
questions to test
the pupils’
achievement.
Pupils are still using
their first language
to ask questions
and talk to their
friends during the
activities.

16. RECOMMENDATIONS
• The same activities can be used with other topics such as
sentence constructions.
• The activities can also be used for advanced pupils as
enrichment activities.
• Teachers must adapt and adopt the activities to suit learners
level and learning purposes.
• The use of ICT can be integrated in the activities (21st
century teaching approach).

17. Conclusion
• The activities conducted were successful!
• Pupils improved their picture-word association and spelling
skills tremendously.
• Pupils are more motivated to learn English.
• They are very effective to be used with the Year 1 pupils
because they are fun and can help them improve their
vocabulary skills.