tqIMPROVING PUPILS OF USING CONSISTENT LETTERCASE IN SENTENCES

THROUGH FIX IT UP

Muhammad Hanif bin Mohammad Khair
Emisharina binti Ismail


Abstract

The purpose of this research was to overcome the problem of using inconsistent letter
case in sentences on 3 pupils that have been identified from Year 2 Tekun in Sekolah
Kebangsaan Salor, Kota Bharu, Kelantan. The 3 pupils had dealing with this problem due to
some issues, which are pupils attitudes toward writing, and short memory span problem. In
order to overcome this problem, this research was carried out based on an intervention
named Fix It Up which contains 3 activities that inter-related to each others. Each activity
of the intervention using Fix It Up have been conducted twice except for the first activity
Twin But Not The Same. The second practice in activity 2 and 3 was using the same type of
worksheet but with different type of question. The instruments used in the process of
collecting the data were observation notes, test, students work and students reflective
journal. All the data obtained later was analysed. The elaboration of data can be seen in
further chapter throughout this research. From the data together with its interpretation, the
conclusion was made and there were also suggestions for future research.

Introduction

For years there have been countless amounts of research done on writing in the elementary
grades. Writing skill is important to young learners because they are already practice writing.
Although their writing may not look like words, their attempts to write are part of literacy
learning process. As we know, writing skill is one of the skills which are emphasized in the
KSSR document standard. The syllabus emphasizes the need for pupils to develop all the four
language skills; listening, speaking, reading and writing. The KSSR documents standard
stated that by the end of year 2, pupils should master the mechanics of writing and then learn
to write at word, phrase and sentence level. Thus, the importance of improving the pupils
mechanics of writing is very high in order to make sure their mechanic of writing not affect
them to have good writing skills and other language skills in the future.
Thus, this research is about mechanical writing errors. Mechanics of writing can be
understood in two ways: first it can be understood in referring to physical aspects of writing
such as the grip on the pen. Second is the mechanical writing can also be understood to refer
to all aspect of writing apart from the content. These would include punctuation, spelling and
capitalization. Mechanics of writing is an extremely important skills in the early stages of
writing and problems which are not identified and corrected at this stages can continue to
hinder children writing for a long time. I have noticed that many of my pupils have serious
problems in mechanical writing which is the inconsistent use of letter case in sentences. Due
to that, in order to overcome this issue, the use of Fix It Up enables the pupils to use correct
letter case consistently in writing sentences.

Focus of Investigation

Research issues
The general focus of this research is on improving pupils writing skill of using consistent
letter case in the sentences. In general, this issue seems as a minor problem, but the teacher
needs to give extra attention to prevent the pupils from doing the same mistake in a sentence.
Over the period of my practicum at the school, there are a few students who were having
difficulties in writing consistent letter case in sentences. Since the research is focused on
writing letter case consistently, there are a few causes that I have identified during my
teaching sessions in the class with the pupils. One of it is pupils attitude towards writing. As
we know, pupils always take writing task for granted. Therefore, their writing qualities
decreased in term of letter formation and size. This is due to the attention span of young
learners where young learners are more attracted towards interesting things. Besides, short-
term memory problem also have been identified as one of the issues. Students seem to face
difficulties in writing consistent letter case due to their short memory span problem. Writing
task was taken for granted. Pupils have deficits in registering information in short term
memory since they have difficulty in remembering instruction or direction they just get, and
what just said during conversation and class. Due to that, they kept on repeating the same
errors while writing.

Research Objective

The purpose of this research is to assist the pupils in writing using consistent letter case in
sentences. In summarized, this research was conducted to fulfill the following objectives:
i. to improve the skills of writing using consistent letter case in sentences.
ii. to identify the advantages of using Fix It Up method in increasing the use of letter
case consistently in writing sentences correctly.
Research Question

In order to fulfill the objectives of the research, there were a few questions to cover the area
of discussion. The overall questions addressed by this study were:
i. Are the pupils able to write using consistent letter case in sentences correctly?
ii. What are the advantages of using Fix It Up method?
Research Participants

In this study, 3 pupils from Year 2 Tekun selected to become my participants. I have
identified the 3 pupils throughout informal interviews that had been conducted with the class
teacher who also an English teacher of the class, had stated that these 3 boys had weaknesses
in reading comprehension and writing. They have very poor handwriting or poor motor skills
negatively affected his written tasks. They always mixed the uppercase and lowercase when
writing. Furthermore, those 3 pupils works were often inconsistent and they displayed poor
attention to task. The pupils also exhibited the following characteristic: mix of upper and
lowercase letters, inconsistent letter form, irregular sizes and shapes, misuse of line and
margin, and poor organization on the pages. These characteristics shows that these three
pupils were having problem in their writing, in fact those problems that the pupils face should
have been overcome when they were still at year 1. Even though it is a just a minor problem
but it can affect the pupils in their writing skills.

Literature Review
In the language-learning field, the researchers have shown interest in the area pertaining to
writing composition. Learning to write is a difficult task including the mechanics of writing
rules, the task turns to be more difficult for them to master the writing skills. Chitravellu
(1995) addresses that most Malaysians students find writing difficult. Writing is the skill that
most of our pupils are difficult to master compare to listening, speaking and reading. It also
offers the least rewards because they have little use for it in present, many students do not
aware of the benefit of writing in their education.
Siti Saadiah (2010) in her research entitle Meningkatkan Penguasaan Huruf Besar
dalam kalangan murid tahun 3 stated that students make mistakes in writing letters, either in
writing words, sentences or even essays. Additionally, research has shown that handwriting is
causally relate to writing, and that explicit and supplemental instruction of handwriting are
important elements in an elementary program to prevent writing difficulties (Graham, Harris,
& Fink, 2000).
Meanwhile, Aleimmah (2007) finds that in her research Meningkatkan Penggunaan
Huruf Besar dan Kecil Bagi Murid Tahun 1 Kenangan intervensi Menggunakan Pen Warna
(Merah) state that a lack of interest, poor attitude, laziness, lack of focus and careless in
using capital letter when writing cause the letter use wrong place. It is an obvious problem for
young learners in writing, in order to overcome this problem the researcher use red pen to
stimulate the mind of the students to be more sensitive and always be careful when using the
letters. Even though, this research was on different subject, which is on Bahasa Malaysia, but
the technique, and input for this research can be apply on my research.

Last but not least, being an ability, writing can be improved by learning through
repetition of practice. If the teachers would be aware of the writing process, this would help in
teaching appropriate strategies and that would also improve the writing abilities of student in
education environment (Oberman and Kapka, 2001). Besides that, Gobet and Campitelli
(2007) describes that deliberate practice consists of activities purposely designed to improved
performance. These activities typically required effort and are not enjoyable. Most students
are incapable of working on practice activities for long periods of time. In fact, drilling can
provide an important practice activity to instruction and can be useful for learning
information that requires repetition to get master. In this case, Iskandar Muda (2005) proves
that by using drilling technique have impacts on increasing students understanding and ability
in constructing sentences in English.

Action of Plan
Based on, the model of action research in this classroom is develop by Lewin in
Penelitian Tindakan (Action Research) written by Tim Pelatih Penelitian Tindakan (2000: 11)
state that the social psychologist Kurt Lewin was most interested in studying social issues in
organizations. He felt that the best way for an organization to progress is for its people to
engage in improving his or her own practice. He stressed the importance of the researcher to
work collaboratively with others. He described action research as being a spiral of steps:
Planning, Acting, Observing and Reflecting (see Figure 1).
















At beginning of my research, I had done informal interview with the English teacher
Figure 1. Kurt Lewins Spial Model, Action Research Cycle.
ACTING
OBSERVING REFLECTING
PLANNING
to get some information about the pupils in Year 2 Tekun. Based on the interview, I had
identified 3 pupils who have problem in their writing. In that case, I had done a diagnostic test
on 30
th
of March 2014 to the 3 pupils to identify their problem in writing and get the result of
their problems in writing.
Then, I started conducted Fix It Up with the pupils. Fix It Up is set of
intervention, which they are inter-related activity. Each activity of the intervention using Fix
It Up has been conducted twice except for the first activity Twin But Not The Same. The
second time of practice in activity 2 and 3 was using same activity but different. This is to
make sure pupils had enough practice and improves before they move to next activity. It has
been proven in behavioral theories, teaching is informing learners of what they are to learn
and having them practice it until they can automatically, without thinking, give the desired
response to a given stimulus.

The first activity Twin But Not The Same had been carried out on 14
th
of July 2014,
which it took about 30 minutes for the session. In the first activity Twin But Not The Same,
pupils had involved with interactive activity where the pupils had learnt using alphabet cards.
In that activity, teacher as the facilitators gave the instruction to the pupils. Teacher asked
pupils to select the same letter than he has shown. The pupils need to select and showed it to
the pupils. After that, the activity continues with individual activity where teacher pronounce
the letter and asked the one pupil to pick one card of uppercase and one card of lowercase. It
required them to select partner of the letter which they needed to select a different letter case
as the partner of selected letter case. For example the Arief had chosen A then he need to
find the partner of this which a. After that pupil had been given a worksheet that required
them to write the lowercase or uppercase based on the letter had been shown.
Next, the second activity Shadow Writing had been carried out on 16
th
of July,
which it took about 30 minutes for the sessions. In the second activity pupils went through an
activity call Shadow Me. In this activity pupils need to copy the word letter case exactly as
have been show. The pupils had involved in activity that required them to select a picture.
The teacher put the picture and arranged the letter case correctly to spell the word. After that,
the pupils need to choose the same letter case and arranged it at the board to spell the word
correctly. Pupil that made errors would be gave another chance for them to correct their error.
After that the teacher had a discussion about the answer and the error that have been made by
their friend. Then, pupils had been given the worksheet that required them to write based on
the picture and word given. In this part, pupils copied the letter cases that have been use in the
words and sentences correctly. In addition, after pupils had completed with the worksheet,
pupils would be given another worksheet but on another which was on 17
th
July 2014 and it
only took about 15 minutes for the session. This is because to make sure that they really work
well on that part and also familiar to write consistent letter case. Then, only after that they
move on to next activity.

Lastly, in the third activity pupils had went through other activity named Fix It Up
on 21
st
of July 2014 which it took about 35 minutes for the session. In this activity, pupils
need to fix the incorrect words and sentences. They had gone through an activity, which the
concept was the same as second activity. In this part, pupils need to pic a picture then put it at
the board. Teacher spells the words with inconsistent letter case. Then, pupils need to correct
the words that had used incorrect letter case to spell the words. The pupils need to chosen
lower letter case card to spell the word correctly. After that, pupils had been given a
worksheet, which they need to identify the errors and fix the words or the sentences correctly.
In the same way of activity two, activity three also needed pupils to complete two worksheets
but on other day, which on 22
nd
of July 2014 and it only took about 15 minutes for the session.
This is because to make sure they really able to identify the errors of using incorrect letter
case in sentences. After they had able to identify and correct the error very well, then it
considers then intervention had done.


Method of collecting data

It is very important to collect data in research because the data are used to get the result of the
research. In this research, the data were collected through the observation, test, document
analysis and reflective journal.
1. Observation
In this research, observation had been conducted throughout the period of
intervention activity. I tried to collect data on pupils response and attitudes towards
the intervention that have been implemented. I also had observed the pupils
progression during the implementation. All the data collected were recorded in the
observation notes.

2. Test

I also gave written test to the targeted pupils before and after the intervention. The
first test is carrying out to see their ability in writing consistent letter case in
sentences. It consist sample words and sentences with sample pictures and the
targeted pupils required to rewrite the words and sentences. There are also questions
that need them to correct the error in the words and sentences given.

Meanwhile, second test would be given to targeted pupils to see the
efficiency of the intervention after it had been carried out. It consist the same type
and same level of question, which had been given during the first test. This is to make
sure the reliability of the data that I collect is high. However, they be some
differences which the pictures and sentences would be a little bit differences. The
numbers of question are same as well as the first test questions. The score of both
tests is being collected and compared after both data has been gained throughout the
process. This is to see the effectiveness of using Fix It Up in helping the pupils to
improve on their writing.

3. Students Work

Document analysis is an important source of information in writing. It
provided a context for practice observed. I had used students work to provide me
details associated with practices observed in the classroom.

4. Student Reflective journal

The use of reflective journal to given opportunity to the pupils to reflect
about learning experiences through the intervention. This is to identify the pupils
feeling and feedback toward Fix It Up in helping them to improve their writing
problem and increasing their interest in writing. It has helped pupils to record their
experiences as they went along with me. Student reflection important which adds a
valuable dimension to my research report since I want to improve them in their
writing so their voice matters.






Findings discussion

Research question i:

Are the pupils able to write using consistent letter case in sentences correctly?




















Figure 1. Show the difference of pupils score in percentage on the first and second test. Clear
improvement can be seen in all participants after the intervention sessions conducted. All
pupils gain some improvement in their scoring mark. The result clearly demonstrates the
ability of the pupils of using consistent letter case in sentences have improved after
undergoing the intervention Fix It Up.

Research question ii:
What are the advantages of using Fix It Up method?

The use of Fix It Up in improving of using consistent letter case in sentences has brought
many advantages towards pupils. One of the advantages is it attract pupil to learn. Finding
from the observation notes showed that by using Fix It Up it attract pupils in learning. The
data showed that the pupils enjoyed and felt excited with the activity in Fix It Up. Pupils
felt excited with the interactive activity where they could play with alphabet cards and
pictures card. Besides that, they interactive activity gave pupils fun in learning. It stated that
pupils kept asking about playing words card and also pupils kept asking for more exercise
which it proved that they very excited in answering, question in the activity. They liked to
Sample
Pre Test Post Test
Comparison
(%)
Score Percentage (%) Score Percentage (%)
Participant 1 32/42 76.1 36/42 85.7 +9.6
Participant 2 28/42 66.7 40/42 95.2 +28.5
Participant 3 24/42 57.1 40/42 95.2 +38.1
Table 1: Comparison of achievement on the participants
76.1
66.7
57.1
85.7
95.2 95.2
0
10
20
30
40
50
60
70
80
90
100
Participant 1 Participant 2 Participant 3
S
c
o
r
e

Tests Results
First test Second test
Figure 1. Comparison of achievement of the participants in the tests
choose the alphabet with their friends and arrange the alphabet correctly which it actually
focusing on their knowledge toward the problem.

Conclusion

From this study, it can be concluded that the use of Fix It Up in improving of using
consistent letter case in sentences was effective. This had been proven when the 3 pupils
showed a huge improvement when they scored from low marks to high marks in the test.
Thus, it clearly showed that the treatment done in between the period of test were actually
helped the pupils to improve as well as attract their interest towards learning. On other hand,
the result shown that the pupils do not able to earn maximum points, however I still feel
proud with the 3 pupils since they have improve and change in short time.

SUGGESTION FOR FURTHER RESEARCH

It is recommended that this research should be carried out over a longer period of
time. Since writing involves many processes and procedures, good and perfect writing cannot
be achieved in short time. Therefore, the pupils not able to score 100% in their test. Hence, a
teacher-researcher may conduct this research as a one or two month effort in order to
thoroughly analyze students development especially in writing skills.

In addition, it is suggested to provide and create more practices in each activity.
Pupils would have time and given the opportunity for them to practice and expose to the
variety of questions. It enables the teacher to know whether the pupils have already mastered
in the particular area or not despite only a few questions given. It helped the students to
prepare themselves in to be able to apply the knowledge in other context of learning in future.

Furthermore, it is also suggested that a teacher tries a variety of strategies in applying
Fix It Up in order to make it more fun, enjoyable and directly maximize the learning
process. Instead of using this intervention only in English subject, teacher can collaborate
with other teacher to apply in other subject in order to encourage pupils to write consistent
letter case. In this ways, pupils will get familiar with the rules and it will become their habit in
writing. The positive outcome will be gain if the intervention has been carried out following
the correct steps.





















References

Chitravellu, N., Sithamparam, S., & Choon, T.S. (1995). Elt methodology, principles
And practice. Kuala Lumpur : Fajar Bakti.

Graham, S., Harris, K. R., & Fink, B. (2000). Is hand writing causally related to
learning towriting? Treatment of handwriting problems in beginning writers.
Journal of Educational Psychology,92, 620-633.

Iskandar Muda Bin Ishak (2005). Penggunaan latih tubi berdasarkan gambar
pencapaian dan kebolehan murid tahun lima membina ayat bahasa Inggeris.
Prosiding SeminarPenyelidikan IPBA 2005. Retrieved on 25July 2014 from
http://apps.emoe.gov.my/apba/ResearchPaper/IPBAProsiding2005.pdf

Kapka, D., Oberman, D. A. (2001). mproving student writing skills through the
modeling ofthe writing process. Research Project, Saint Xavier University and
SkylightProfessional Development Field-BasedMasters Program. ERC ED 453
536.

Siti Saadiah binti Osman (2010). Meningkatkan Penguasaan Huruf Besar dalam
kalangan murid tahun 3. Prosiding Seminar Penyelidikan IPBA
2005.ProsidingSeminarPenyelidikan IPBA 2005. Retrieved on 25 July 2014
from http://apps.emoe.gov.my/apba/ResearchPaper/IPBAProsiding2005.pdf

Tim Pelatih Penelitian Tindakan Universitas Negeri Yogyakarta. 2000. Penelitian
Tindakan (Action Research). Jakarta: Direktorat Pendidikan Menengah Umum.
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