REPORT OF THE IMPLEMENTATION OF INTERNSHIP

NAME

: ZAHIRAH BINTI DZANIMI

PROGRAM

: PISMP TESL B SEMESTER 8

SCHOOL

: SRK PUTERA, JLN. PDG. KATONG, 01000 KANGAR,

PERLIS

PROJECT/ACTIVITY

: GOLDEN RECESS

DATE/DURATION

: 13 OCTOBER 2015 & 15 OCTOBER 2015

OBJECTIVE(S)

1) To make use the recess time as a period that can be utilised as a time to gain
more knowledge for the pupils.
2) To assist low and average proficiencys pupils to amend and improve their
vocabularies that should be empowered by them at the end of the 6-year
primary schooling.
3) To attract the pupils attention to learn English in deep whether through the
teaching and learning process as well as outside the classrooms activities.

STARATEGY OF THE IMPLEMENTATION:

1) Teacher identified the level of the target group based on the formative
assessments that have been carried out by their former English teacher.
2) Teacher took 10 minutes before the recess time ended to carry out the
activity.
3) Teacher distributed a word search game to each pupil in Year 3 Taqwa.
4) Teacher asked the pupils to try to complete the task.
5) Teacher discussed the meaning of each word.
6) Teacher received feedback about how the activity can help them to improve
their vocabularies.

REFLECTION:

There were two games that have been carried out in this project. The first one
was word search game. After the implementation of this game, it proves that games
are great "exercise" for the brain. This activity could help to improve the language
skills of the pupils. First of all, crossword solving involves several useful skills
including vocabulary, reasoning, spelling, and word attack skills.

To solve any

crossword puzzle, a person must be able to identify and understand the terms being
used. This often involves acquiring new vocabulary or terminology. It can also
involve making differentiations between similar words or phrases.

Correctly

deciphering a crossword also requires exact spelling, which for students may mean
practicing dictionary skills.
Other important skills required for completing these puzzles include making
inferences, evaluating choices, and drawing conclusions. Another benefit of using
crossword puzzles in the classroom is that they are associated with recreation, and
can be less intimidating for students as review tools. Students who might normally
balk at practice tests, flashcards, or review sessions with the teacher find puzzle
solving to be much less threatening and more like game play. Puzzle solving is a
much more active type of learning, and will engage students with the material more
than passive types of review techniques do. Crossword puzzles also have the
advantage of appealing to different learning styles. Visual learners often have strong
puzzle-solving skills, and feel great satisfaction when they complete one. Auditory
learners enjoy step-by-step reasoning, so they also benefit from the sequential steps
of completing a crossword. Even kinesthetic learners enjoy the multi-task strategies
required to solve a crossword. Finally, crossword puzzles have the benefit of being
customizable to study content. For all these reasons, crosswords make a terrific
educational tool, and teachers and homeschoolers will probably continue to use
them for many years to come.
In addition, the activities were very helpful for the building of vocabulary. It
was a way of teaching synonyms and antonyms and keeps new vocabulary words in
front of the students so they see them. More exposure to new words better the
chances they will make them their own and use them on a daily basis. I think the
games were great for ESL and at risk students. Motivation is key for these students
and finding the words makes the students focus on word parts and the words
themselves. It was suggested that this is not a good use of student time at our

school as well but I disagree. These games can be used to reinforce particular skills
by teachers.
To simplify, I stated several advantages of using these kinds of games in
teaching English. There are:
1. Boost the vocabulary of the students
2. Puzzles were great for improving the spelling and logic skills
3. Playing puzzles help your problem solving skills
5. Help kids learn with games-based learning

The games also offered:

Portable and inexpensive entertainment

A way to keep you mentally active and fit
Improved word power and vocabulary
Painless spelling practice
A great way to learn English or practice other languages
An enjoyable, low-stress puzzle option for people with dyslexia
An appealing learning method for a range of learning styles
The appeal of a solvable problem in a complicated life
Practice for your pattern recognition skills
An easy, fun activity for all ages to do together

SUGGESTION FOR MODIFICATION:

I suggested that both word searches and crossword puzzles could be used for the
remedial program. The games are very useful for the teachers who work with
emotionally disturbed students with multiple learning needs as they have many have
attention difficulties and trouble focusing on task. Teachers can use specific puzzles
(based on the needs, skill level and emotional stamina of the student) to provide
practice with vocabulary, attention to word patterns, spelling and more. Often
children are asked to use the words in sentences or to select a number of words to
use in an essay. Word searches and crosswords (in print and online) are nonthreatening to my students, all of whom have failed in prior placements and so have
learned to hate reading and school, and to disturb adults, especially teachers. The
teachers could provide motivation for the students to work willingly at these puzzles,
and over time learn to use the fundamental skills required to solve them in other
areas of their school day.

CONCLUSION:

Games are a regular part of students' lives, no matter what their grade level.
Students play games throughout the day on their computers, the Internet, and their
cell phones. One of the few places they don't regularly play games is in their
classrooms. Although some teachers use games as a part of their instructional
repertoire, most teachers do not, and those who do include them may not be using
them to their potential.

By playing a game, students may be able to understand a new concept or

idea, take on a different perspective, or experiment with different options or
variables. Moreover, there are countless skills that students can develop through
game playing such as critical thinking skills, creativity, teamwork, and good
sportsmanship. Games also grab students attention and actively engage them. I find
that because students really enjoy playing games, it is a good way to focus their
attention and actively immerse them in the teaching and learning process. This can
be especially useful in a wide variety of ways. A game allows students to quickly
engage and transition back to the content we were working on.