LAMPIRAN 1

Innovation Project Report

Student’s Name : Dorry anak Man

Courses/Class
School Name
Innovation Project Name
Duration of Implementation
: PISMP BI 1616
: SK KG Empila, Kota Samarahan
: Write It Right Module Year 3
: 2 weeks (2nd March until 27 March 2020)
- 1 hour per week

Objectives:

a) To improve the pupils' letter formation with guidance of handwriting tools

b) To improve on pupils’ handwriting legibility in completing their task worksheets

c) To create an independent learning environment in improving handwriting legibility

d) To promote pupils’ engagement and motivation in improving their handwriting quality

e) To assist the teachers in improving their pupils’ handwriting quality utilising the handwriting

tools

Implementation Strategy:

a) Stage 1: Identification of Problems

Before introducing the module to my pupils, I analyse their previous worksheet with my

mentor teacher as their English teacher and I found majority of the pupils are having

problems with their handwriting legibility. For a start, I gave them random exercises with 3

Line Handwriting Tools to see how familiar they are writing with the line in their worksheet.

I also integrate the 3 Line in their normal classes worksheet to compare their handwriting

legibility with normal one-line worksheet. I decided to involve all the pupils in 3 Amanah as

majority of them are having problems with their handwriting legibility.

b) Stage 2: Generating ideas in solving the problems

Before I implement this module, I discuss with my mentor teacher and practicum

partner on how to implement this module with my pupils and the contents of this module.

After few discussions were made, I decided to implement it as a full lesson focusing on

using the module as a recap tools for every topic or integrate the exercises provided in

module in the lesson. This is because I also decided the contents of the module is based

on CEFR aligned textbook which enable the teachers to relate it to the learning contents,

more meaningful and purposeful. I included all the 10 topics in the Year 3 CEFR-aligned

syllabus. The exercised included in the module will come with the handwriting tools such

as 3 Line Worksheets, Tracing and Write and Dots and Boxes for letters sizing and spacing.

After deciding on all of this aspect, I started collected materials for my module and read

more on handwriting strategies.

c) Stage 3: Introducing the innovation product to the target group

As I start to use the module, I introduce the module to the pupils and explain to them
on why I will use the module with them. On the introduction of the module, I gave them
some exercises on letter formation which is part of the handwriting aspect. Most of them
gave me positive reaction by participating actively and focused in doing the exercises given.
From the exercises given, I can see some of them can write properly with the guidance
given but some of them indeed have problems in writing correctly as they were struggling
in doing Trace and Write exercises.

d) Stage 4: Implementation of the Innovation

For this stage, I conduct a full lesson using the module. As a start to my lesson, I
showed one of the videos about letter formation on how to write the alphabet correctly to
the pupils. Then, I practice writing the alphabet on the air with them and on the back of their
friends to enhance their understanding of the letter formation.
Then, I gave them a letter formation activity sheets from my module for uppercase
letters and lowercase letter. Some of them did pretty well but some of them still struggling
although they were guidance and examples given.
As they complete the letter formation activity sheet, I proceed my lesson by revising
the subtopic that we already learned which at that time was Topic 4: Year In and Year Out.
They response actively and able to remember the important part of the subtopic about
 seasons of the year. I distribute the part of the module of Topic 4 to my pupils and gave
them time to complete it. Some of them did pretty well and their handwriting legibility
increase and their handwriting in the task sheets were neater and more proper. However,
some of them still struggling in writing properly.

e) Stage 5: Evaluation

I evaluated the handwriting legibility improvement using the checklist I provided in the
module. The checklist consisted of the aspect of handwriting aspects and skills. In addition,
it is also enabling the pupils to do self-assessment. The checklist is as below:
f) Stage 6: Reflection

I reflect on my module weaknesses and strength based on the lesson that I had
implemented. I also reflect on how I should improve on it to give more meaningful impact
toward my pupils handwriting legibility. Unfortunately, I did not get to interviewed my pupils
and teacher mentor on the implementation of the module as my internship period was
ended way much earlier than I expected due to the Covid-19 situations.

Reflection:

1) Strengths of the Project/Project’s Activities:

Most of the people always take this matter as an easy task and not as a serious

problem among the pupils. However, in my opinion, improving their handwriting legibility is

as important as others aspect of English language learning skills. By having legible

handwriting, helps the readers or assessor of their works to be able to understand their

thoughts and hand written works. Penmanship is important for them as it is one of the

foundation or basic skills in conveying the knowledge in word and sentences. I think it is a

need for the pupils to master this basic foundation in order to write efficiently and convey

their idea effectively in written form. This is because good penmanship is involved in almost

all assessment.

One of the strengths of the Write it Right! Module Year 3 is that it is able to enhanced

pupils’ interest in learning or to improve their handwriting legibility. Write It Right! Module

focusing on fun learning as it includes all kinds of graphic such as pictures and videos in

the module to attract pupils’ attention. The colourful notes and worksheets enhanced pupils’

interest as it attracts their attention in doing their works. In addition, the activities conducted

based on the module were achievable tasks as it related to the textbook contents and what

they were learning in their classes in other language skills in the subject. In one of my

sessions conducting the module, he said he likes the pictures used in the module and it

makes him enjoyed doing his works. His face expression shows that he was excited and

enjoyed it. Other than that, including handwriting games in the module also help in

enhancing pupils’ interest. As they were learning, it is also enabling them to have fun in
 playing the handwriting games. It also increases their motivation to participating in the

activities as they get competitive among their peers.

Other than that, it is also provides hands-on activities to practice their handwriting. For
example, writing the alphabet in the air and at the back of their friends to enhance their
understanding of letter formation. Ample of exercises were provided for them to improve
their handwriting legibility in the aspects of letter formation, sizing and spacing using
suitable handwriting tools provided. By integrating these hands-on activities, it can
strengthen their understanding and memory regarding the handwriting tools and aspects of
handwriting they need to improve on.

Other than that, this module also allows self-assessment for the pupils to evaluate on
their handwriting legibility performances based on the checklist provided. By doing so, it
allows the pupils to be aware of their own strengths and on what aspects of their handwriting
they need to improve on instead of just receiving comments and feedbacks from their
teachers or parents. Sometimes, it may can be conducted as peer assessment among the
pupils by asking them to evaluate their friends handwriting and gives feedbacks based on
the checklist as their guidance. In addition, it allows meaningful interaction between the
pupils.

2) Weaknesses:
One of the weaknesses of this module is it needs a long period of time to see the full
impact of the performance of their handwriting legibility. Due to the lack of time during the
internship period, I can only see minimal improvement of their handwriting as I only get to
conduct a few sessions with them. It is an on going assessment and needs to be conducted
from time to time.
Other than that, the exercises provided may be too easy for some high proficiency
pupils as their level is higher and the exercises provided are generalise to all proficiency
levels as in for most suitable for average proficiency pupils. Therefore, some of the high
proficiency pupils will tend to get distracted as their exercises finish earlier.
Furthermore, the implementation needs to be conducted at the right time of the lesson
as a recap for certain topics or certain subtopics. Teacher should not be mistaken to use
the contents of the module solely to assess their content knowledge but not to assess their
handwriting legibility as the module assessment should be focusing more on the
performance of handwriting legibility. Hence, it is important for the teacher to conduct it at
the end of the subtopics or after they learned about the content related at their normal
classes. Handwriting assessment should be the main purpose of the exercises.
 This module also requires lots of time in preparing it as I need to look for a suitable
pictures and materials to be included in the module and considering my pupils level of
proficiency.

3) Suggestions for Improvement

Every problem will have its own solution and every product can be improve for a better
impact. One of the suggestions for improvement that I need to do and suggest is by
providing the module online to be accessed by the parents and teachers. By doing this,
me as the one who created this module can always updated the contents from time to time
which makes the module more meaningful and up-to-date. The parents or teachers just
need to access the webpage and register as a member to get the module. Some free
resources also included to make it more accessible. It is also saving more time as I can
freely update it from time to time without attached to dateline.
Other than that, I also need to provide back up or extra exercises for my high
proficiency pupils which are suitable to their levels as they finished their exercises in the
module to retain their interest and attention in their penmanship skills.
Moreover, as I mentioned in my paper work before, if I was not be able to conduct all
the sections in the module and not be able to see much progress in their penmanship skills
due to the time restraints, I will leave the prototype at school for further continuation by the
school teacher in the future and to see further impact of the module to the pupils
handwriting legibility.

Conclusion:
As a conclusion, penmanship skills are important for the pupils to be able to convey
the knowledge in word and sentences efficiently and convey their idea effectively in written
form. As other language skills, it is important for the pupils to master the penmanship skills
when they are in the young age. As a teacher, it is important for us to provide a platform for
them to practice and improve on their skills, such as in this context, their penmanship skills. I
hope this module can help them in improving their handwriting legibility and increase their
awareness of letter formation. As for now, due to time restraints, I can only see minimal impact
of these module to them. Therefore, I can say that all my objectives are not fully achieved but
it is indeed helped in assisting me as a teacher to improve their handwriting legibility and
engaged them in those activities.
Some pictures during the implementation of the module
Example of my module