DeTAR Putra, Universiti Malaysia Sarawak
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DeTAR Putra, Universiti Malaysia Sarawak
114 The first member of the group must look for the suitable photo to be included in the video, the second member need to design the text to promote the message, the third one will look for music to be used in the video, and the fourth member needs to produce the video using the material that his friends have provided.
The teacher needs to use the Microsoft photo, because it is time saving. The students will only complete all the tasks estimated for only half an hour. All members finally need to discuss together on how to improve the video
At this stage, students learn to work interdependently and everyone contributes equally to produce the product which is the video
STAGE 4 DESIGNING MINECRAFT LESSON 5,6 & 7
Tools to be used: MINECRAFT Description:
At this stage, the students use gamification to solve the real-world problem. Students are given autonomy to do what they want to do. Minecraft is like their on world (artificial world), and they have the issues to solve in their world which is the stray animal issues
Everyone has the responsibility to design the building, character, dialogue, story line, study the best material.
Thus, this supports the concept of 21st century learning where the element of collaboration is installed. As far as teaching English as a second language is concerned, designing Minecraft is similar like designing the essay. Thus, the lesson is more meaningful as the students do not really realize that they actually have come with with something similar with the essay.
This lesson creates the value of owning the world, where everybody is responsible to take care of the world, and solve any issues that exist in this world
As a result, some of the students might adopt the cat as their own initiative not being asked by the teacher.
STAGE 5 : SHARING EXPERIENCE LESSON 8
Tools to be used: SKYPE Description:
This is the stage that students spread the awareness among people around the world. It is a sharing session of what they have done in this project. Therefore, we will see the video of our students skype with the other pupils in other countries such as Indonesia etc. Students need to share a lot about their awareness campaign that they do in this project. This stage encourages the students to believe that they can be a change maker.
Why are they important to education?
Happy-Go-Kitty Minecraft is important as it has made education interesting and fun for everyone. Minecraft is useful for children because it simply encourages the advancement of imagination, critical thinking, course, and coordinated effort—all of which emerge as the less-substantial, non-scholarly advantages that Minecraft gives. These fundamental abilities will give kids the lift required when they work their way towards succeeding in school and future professions.
"Survival mode," where different enemy turn out around evening time and assault players, is one example of the how Minecraft empowers critical thinking. Players are involved into different conditions and should rapidly make sense of how to discover and construct cover, create weapons, and gather food so as to endure. This technique becomes possibly the most important factor in a major way here, as each Minecraft "day" endures a meager 10 minutes, which means players need to think and react quickly in the stage that they need to remain alive.
As far as teaching language is concerned, the agreement for utilizing games in a second language lesson can be found in the way that students give a great deal of advantages through games. In this framework, it gives the autonomy for the students to construct their own game. It was guaranteed by many experienced scholars that games are instructively important. A few reasons are referenced by Lee as in the following (Lee, 1995): games allow to escape from peculiar daily practice, yet they are significant as far as inspiration and difficulties. Also, games give consolation to connect and convey effectively for students and perpetual quality to carry on the effort of learning and make a context to utilize the language effectively, diminishes anxiety, and enable students to learn in a relaxed and fun condition.
Advantages
Minecraft is unique in the sense that there is no real way to "win." Players must choose for themselves what they need to escape their time in the game. Would they like to gather assets and manufacture cool stuff? Would they like to unite as one with their colleagues and thrash a manager? It's up to them!
Such autonomy—and the encouraging feedback that comes when they mark off the following objective on their picked way—constructs self-assurance and gives kids a chance to feel like they are accountable for their own destiny, an inclination that can now and again be inadequate in the standard loaded genuine world.
DeTAR Putra, Universiti Malaysia Sarawak
115 Games have numerous benefits for both language educators and its students. They bolster learning the target language when students are associated with the games and have a fabulous time without seeing that they are learning the target language, and besides it is a joy for the instructor that he introduces the language in a pleasant environment which makes the activity ground-breaking. McCallum (1980) highlights this fact by stating that games naturally revitalizes learners’ intrigue, an appropriately presented game can be one of the most astounding techniques. Another bit of leeway of utilizing games in teaching language is to avoid from the unpleasant moments.
In a language learning condition, comfortable condition ought to be given. Presently, games are worthwhile since students don't feel any tension and their positive emotions increment and their self- assurance improve in light of the fact that they are not terrified of being rebuffed or reprimanded while they are utilising the language freely (Crookal, 1990).
Kitty Go Happy Minecraft Development, Design & Process
The process of the invention encompasses 5 stages;( Analyse, Design, Development, Implementation, and Evaluation stages). The needs analysis stage was conducted on SMK Kubang Kerian 1 students to investigate the students’ needs and their problems in learning English language. Followed by designing stage in which all the learning objectives for Form 4 were constructively aligned and meet the requirement of the international language standard (CEFR- Common European Framework Research). During the third stage (development stage), the course contents and assessment were prepared, followed by the website development and pilot test. In the implementation stage, the framework was used as the main additional platform in assisting the English language selected for Form 4 learners in SMK Kubang Kerian 1. In order to get the feedback of the users for the betterment of this invention, evaluation stage was implemented where the course was evaluated by the students. The content of the framework was always upgraded based on the current advancement of technology as well as the users’ feedback.
Commercial Value
Minecraft can oblige the students who are glad imparting in the virtual communication, both recorded as a writing and orally. It can likewise work for individuals in the industry who are needing English since it offers fun English learning environment. At long last, this innovation can be elevated to schools and universities for understudies to learn English.
DeTAR Putra, Universiti Malaysia Sarawak
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