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USING HANDWRITING LINES AND CLEVER CAT TO IMPROVE HANDWRITING AMONG YEAR FOUR REMEDIAL PUPILS

 

YEAN YAN TONG

AIDAH BINTI ABDUL GHANI

PISMP TESL SJKC JANUARY 2014 INTAKE

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ABSTRACT

This action research examines the usage of handwriting lines and Clever Cat to improve the Year Four pupils’ handwriting. Difficulties with spatial organisation were a big contributing factor to my pupils’ bad handwriting. Thus, the position of letters, spacing between words and letters, slant of letters and orientation of letters to line were the focus of the investigation. The research questions are: 1) How can I improve the Year Four pupils’ handwriting problem? and 2) How can handwriting lines and Clever Cat help to improve handwriting among the Year Four pupils? The chosen model that permeated the research was McNiff & Whitehead’s Action Research Model (2011). Two cycles were done with ten Year Four research participants. The first cycle was done using four-lined space while the second cycle investigated the effect of two-lined space on the pupils’ handwriting. Data was collected using document analysis, observation and interview and then analysed using coding and tabulation. Firstly, by using handwriting lines, the pupils developed awareness of the various aspects of good handwriting. Visual spatial-intelligence was nurtured to assist pupils in assessing their handwriting. Later, the Clever Cat was used as guidance to write on the base line and it was also used as a tool for the pupils’ self-evaluation. When handwriting ability became automated, pupils were able to produce neat, legible handwriting confidently. Further research on this issue can look into the use of handwriting lines and Clever Cat among the lower primary pupils and study the effect of peer evaluation in improving handwriting competency.

 

Keywords: handwriting, spatial organisation, visual-spatial intelligence, self-evaluation