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USING INTERACTIVE DIGITAL STORY (IDS) WITH SONG TO ENHANCE THE MASTERY OF COMMAS AND FULL STOPS IN WRITING AMONG YEAR 5 PUPILS

 

TAN SIOK YONG

ROSEMARY ANAK LAYAT

PISMP TESL SJKC JANUARY 2014

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ABSTRACT

This research investigated the use of Interactive Digital Story (IDS) with song in enhancing the mastery of punctuation marks in writing, focusing on the use of commas and full stops. It was conducted in a sub-urban primary school in Tuaran, Sabah. A total of six pupils of mixed ability from a Year 5 class were involved in this study. The two research questions used were (1) What is the strategy to enhance the mastery of commas and full stops in writing among the pupils? and (2) What are the benefits of using IDS with song to enhance the mastery of commas and full stops in writing among the pupils? The research model adopted was McNiff and Whitehead’s Action Research Model (2011), which consists of five disciplined and systematic stages i.e. observe, reflect, act, evaluate and modify. One cycle of action was carried out in this research. Data was collected and triangulated through observational checklist, semi-structured interview as well as pupils’ written work and it was analyzed qualitatively using tabulation and thematic coding. Findings revealed that using IDS with song to teach punctuation helped to improve pupils’ writing skill. The benefits of using this strategy were fun elements incorporated improved the pupils’ engagement, aroused the pupils’ motivation and boosted their confidence as well as enhanced memory retention. Future research on this issue could look into the use of IDS with song for Level 1 pupils, conduct with more research participants and add on more punctuation marks.

 

Keyword(s): Interactive Digital Story (IDS), song, punctuation marks, writing, commas, full stops