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USING CSS (COMIC STRIPS STRATEGY) TO IMPROVE YEAR 4 PUPILS’ USAGE OF PUNCTUATION IN WRITING

SALLY SIA YIN YIN

DOROTHEA MARUKAU @ NURATIQAH

PISMP TESL SJKC JANUARY 2014

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ABSTRACT

This research is about the implementation of CSS (Comic Strips Strategy) to improve Year 4 pupils’ usage of punctuation in writing. A total of nine pupils from low to average proficiency level in a sub-urban area were identified as the research participants. The research objectives were to improve Year 4 pupils’ writing skill in using the correct punctuation and examined the effectiveness of using CSS (Comic Strips Strategy) to improve punctuation in writing skill. Whitehead and McNiff’s Action Research Model which consists of five disciplined and systematic stages (observe, reflect, act, evaluate and modify) was adapted in this study. Three different methods were utilised for the data collection namely observational checklist, research participants’ worksheets and semi-structured interview. Data was analysed qualitatively using tabulation and thematic coding. The research findings revealed that the implementation of CSS (Comic Strips Strategy) had successfully assisted the Year Four pupils’ usage of punctuation in their writing skill. Besides, the results also revealed that CSS (Comic Strips Strategy) was effective in improving punctuation in writing because it had infusion of fun and interesting element, improved the memory retention of punctuation rules and had successfully developed the confidence level among the pupils. For future research, CSS can be used as a whole class activity and digital comics could be implemented for a better outcome.

 

Keywords: comic strips, punctuation marks, writing, infusion of fun element, motivation, confidence