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How Malaysian Culture affects English Language in Malaysia?

For Task 1, we were assigned to do a research and conduct a presentation on 'How Malaysian Culture affects English Language in Malaysia'. Out of 6 topics, our group were given the topic, 'Urban Setting'.

We divided our presentation into four parts which are school, family, tuition and media. My presentation was about how media affects the English Language in Malaysia and I divided it into two parts, electronic and printed media.

For the presentation, I have inserted 3 video clips to make my presentation interesting and also as examples on how media affects the English Language. My favourite video is 'The Colour Song' and as we can see from the video, media can be used as teaching aids to teach English.

During the presentation, I stammered a bit because I was nervous as it has been a long time since I last presenting in English. To overcome my nervousness, I made some eye contact with my group member and thanks to them, I gained some confidence and managed to deliver my presentation smoothly.

As a conclusion, I feel relieved after presenting and I am happy that I managed to capture the attention of my classmates with the videos I have inserted in my presentation. I hope that in the future, I will manage to overcome my nervousness and deliver my presentation in English smoothly.

Language Game : Throw The Dice

For our next activity, we were asked to design and conduct language games based on word formation. After doing some research in the Internet and discussing with our group members, we have decided to do a language game for compound words.

The concept of our game is the player produce compound words using words that they obtained after they throw the dice. The word classes that we used for the die are nouns, verbs and adjectives.

The rules for the game are as shown below:

1. This game is played in a group of four.

2. Every representative from each group will be given the chance to throw the dice once.

3. Every group members are given a minute to form compound words after the dice is thrown.

4. The group which has the highest number of correct compound words formed is the winner.

After conducting the game, I feel that we can make this game more interesting by using ICT. This is because by using ICT, we are able to attract the attention of players with interesting graphics. By using ICT, the activity can be done in groups or individually.

As a conclusion, language game is an interesting activity that can attracts the attention of pupils. Though language game, pupils learn a lot of things such as vocabularies and grammars. Learning English is more fun if we included some games in our teaching. Therefore, it is important for teachers to conduct suitable games or activities for their pupils.

Twisted Tongue

For Tutorial week 5, a tongue twister competition was conducted. Every group presented three tongue twisters.

Our tongue twisters are as shown below :

Short Version

Six sick hicks

nick six slick bricks

with picks and sticks

Long Version

How many cookies could a good cook cook

If a good cook could cook cookies?

A good cook could cook

as much cookies as a good cook

who could cook cookies.

Peter Piper picked a peck of pickled peppers.

Did Peter pick a peck of pickled peppers?

If Peter Piper Picked a peck of pickled peppers,

Where's the peck of pickled peppers Peter Piper picked?

To pronounce these tongue twister, we decided to chunk it. For the long version, we decided to sing the the first two sentence. At first I find it very difficult to pronounce the short version as it contains a lot of 's' in it but after we chunk it, it is easier for us to pronounce it.

Personally, I feel that tongue twister is an interesting activity that can attract pupils to learn English. The activity is tricky and challenging. It also can be used to practice pronunciation. I believe that tongue twister activity can bring a memorable experience to those who really enjoyed it as I do enjoyed myself during this activity.

That's all. Have a nice day.



For Task 2(d), we were required to design a worksheet with two sentences for analysis using tree diagrams and its suggested answers. This is an individual task and to complete this task, I have done some research in the Internet and to prevent any grammatical mistakes, I refer to the dictionary.

The sentences that I have created are simple and easy to understand. Below are the sentences that I have created:

1. Lily stared gloomily at the phone.

2. James slammed his fist on the desk.

In the task, we were required to exchange our worksheet and answer our partner's worksheet. I've answered Lydia's worksheet and I had one mistake.

Lydia's sentences are as shown below:

1. He is sitting on the bench.

2. She is eating the red apple.

My mistake is that I thought that 'the red apple' is an adjective phrase when it is actually noun phrase and after some explanation from Lydia, I understand the difference between adjective phrase and noun phrase.

Through this worksheet, I managed to identify the areas that I'm weak in and I wanted to improve it so that in the future, I will not repeat the same mistake again.

Mime ~

For our Tutorial Week 3, we were asked to prepare a 3 minute mime (non-verbal communication) of a situation of our choice. In the beginning, it was difficult for us because we need to brainstorm for the storyline so that the audience will understand the message that we want to deliver. After 3 days of brainstorming, we managed to come up with an idea.

I noticed that my group always came up with an issue that we wanted to point out in our video. In our previous video where we had produced a short film for ELE 3101, we focuses on the importance of education and how it has changed throughout the years. In this mime, we wanted to point out the importance of dental hygiene.

The storyline of our mime is interesting and I was chosen to act as a little girl in the mime. At first I feel embarrassed to act as a little girl especially when I had to paste a piece of black plastic bag on one of my teeth but after the filming, I no longer feel embarrassed as I really enjoyed myself.

My group members and I were glad that our audience understands the message that we wanted to deliver in our video. We hope that in the future, we will have the chance to produce more videos that can raise awareness to other people.

Below is the video that we had produced. Enjoy ~

Role - Playing ~

For ISL Week 1 (Group work), the task is to prepare a dialogue with at least five language functions for role play in Tutorial Week 2. We already had some experience in conducting role -play as we had done it when we were in semester 3 for our ELE 3101, so basically, we had the rough idea about what role -playing is. After discussing with my group members, we have decided to do a role - play about a situation that takes place in an aircraft. Although we have decided on the setting, we need to think of the functions that suits the situation. Brainstorming is very important while conducting a discussion because that is the time when we listen to other people's idea and stimulates our own mind to think creatively.

The dialogues for the role - play are shown below:
Situation 1: Passengers board the aircraft and the flight attendants greet / welcome them.

Flight Attendant 1: Welcome aboard. Before we depart, as a reminder, you should switch all your electric devices to prevent any interference with the aircraft systems and fasten your seat belt. (Function : To inform)

Flight Attendant 2: Excuse me, Miss. Our airline company is conducting a survey about the quality of our customer service. Can you do me a favour by responding to this survey? (Function : To as a favour)

Passenger 1: Sure, no problem. But why do we need to respond to this survey? (Function : To obtain information)

Flight Attendant 1: Well miss, this is because we want to improve ourselves and thus we can provide the best services to our passengers. (Function: To clarify)

Passenger 1: Oh, now I understand. It's good to know that your company has taken this initiative to improve the quality of your service. (Function: To agree)

Situation 2: Passenger 2 is coughing and she pushes the button above her head.

Flight Attendant 1: Yes Miss, how can I help you? (Function: To ask)

Passenger 2: I have a sore throat. Can I change this cold orange juice for a glass of warm water? (Function: To ask)

Flight Attendant 1: Sure, Miss. I'll bring it to you soon. (Function: To agree)

As for the presentation of the role -play, I feel that our group has done a good work as our classmates are able to identify the functions available in the dialogue.

That's all. Thank you and have a nice day.


What is Phonology?

What is 'Phonology'? Before this, I never knew what is the meaning of 'Phonology'. I just learned English for the sake of studying. After the lesson on Phonology, I have learned that it is very important for teachers to understand what is 'Phonology'. Our pupils learn how to pronounce and speak from imitating the people in their surrounding. Therefore, as a teacher, it is important for us to be good in our pronunciation as we are the role model for our pupils.

After my lesson, I have learned 3 new things.
1. Phonology : The study of the sound system of languages.
2. Phonetics : The study of sound made by humans when they talk.
3. Phonemes : The smallest unit of sound in a language which carries a distinctive meaning

I also searched for some information in the Internet and I have came across an interesting video that helps me in understanding Phonology better.

I also found a website that contains a detailed information about this topic which can be found here.

That's all for now. Thank you & have a nice day ~ :)