IMPROVING PUPILS HANDWRITING (PENMANSHIP)

IN A PRIMARY ESL CLASSROOM

1.0 INTRODUCTION
1.1 Background
The area of focus for our project is improving pupils handwriting (penmanship).
Handwriting brings the meaning of graphic symbol when we are writing alphabet that is related
to the sound while we are talking (Don Bryne, 1979, Kamaruddin 1988). Neat handwriting will
subsequently increase pupils writing skills. Writing skills is stress on writing skills upon the use
of grammatical sentence, punctuation, correct spelling and also neat and clear handwriting
(Kamaruddin, 1988).
Writing skills is a difficult skill and can be only acquired through learning. (Kamaruddin and Siti
Hajar, 1997). Roselan Baki (2003) said that, teacher that have less knowledge about writing
skills will not be able to guide the pupils to write. Mahzan Arshad (2003) stated that the best way
that teacher can do help the pupils to master writing skill is through the exposure at the very
early stage. Writing skill mastery is defined as pupils that can write the answer for
comprehension question, writing words, phrase or sentence, essay and at the same time can
write neatly (Asmah Hj. Omar, 2004). Without the solid foundation of writing skill the researcher
feels the children will be struggle hard throughout their schooling and adult life. By learning the
best writing strategies and how to best teach these strategies to the pupils, we hope to provide
the solid foundation needed to succeed. Even though some of the pupils could write well, still
we have a thought of a way to improve it.
1.2 Context of Study

According to Steve Graham, a professor at Vanderbilt University who studies

handwriting acquisition, says that teachers form judgments, positive or negative, about the
literary value of text based on its overall legibility. Grahams studies show that when teachers
rate multiple versions of the same paper differing only in terms of legibility; they assign higher
grades to neatly written versions of the paper than the same versions with poorer penmanship.
Another research was done by Sweedler-Brown in 1992, in which 27 original essays were
graded in three graphic modes: typed, nicely handwritten, and poorly handwritten. Nicely

handwritten copies of the essays received signicantly higher scores than the poorly
handwritten or typed versions. There was no difference in the scores between the typed and
poorly written versions, revealing a strong grader bias toward good handwriting (Miller S.). This
truth is not only found in education. It also applies in the application process. When tough
decisions have to be made in the screening process, handwriting is used as criteria to weed out
candidates if necessary. "For children, handwriting is extremely important. Not how well they do
it, but that they do it and practice it," said Karin Harman James, an assistant professor in the
department of psychological and brain sciences at Indiana University.
Handwriting can change how children learn and their brains develop as suggested by
Bounds, 2010, when children practice printing by hand, their neural activity is far more
enhanced and adult-like. Indiana University researchers used neuroimaging scans to measure
brain activation in preliterate preschool children who were shown letters. One group of children
then practiced printing letters; the other children practiced seeing and saying the letters. After
four weeks of training, the kids who practiced writing showed brain activation similar to an
adult's, said James, the study's lead researcher. The printing practice also improved letter
recognition, which is the No. 1 predictor of reading ability at age 5. Besides that, handwriting
aids memory (Deardoff, 2011). If we write ourselves a list or a note, then lose it, we are much
more likely to remember what we wrote than if we just tried to memorize it (Feder K., an
occupational therapist and an adjunct professor at the University Of Ottawa School Of
Rehabilitation)
Handwriting competency inspires confidence (Deardoff, 2011). The more we practice a
skill such as handwriting, the stronger the motor pathways become until the skill becomes
automatic. Once it's mastered, children can move on to focus on the subject, rather than worry
about how to form letters. Handwriting will also engages different brain circuits. The contact,
direction and pressure of the pen or pencil send the brain a message. And the repetitive process
of handwriting "integrates motor pathways into the brain," said Feder. When it becomes
automatic or learned, "there's almost a groove in the pathways," she said. The more children
write, the more pathways are laid down. But if they write them poorly, then they're getting a
faulty pathway, so you want to go back and correct it. (Feder)

1.3 Reflection on Teaching and Learning

As the researcher of this research, I have found out that many of my pupils in Year 3 can
write but not with a proper handwriting. I am hoping that by introducing some of the best
strategies so that the pupils could write with a neat and proper handwriting. Handwriting is one
of the greatest problems among primary ESL classroom pupils. Successful handwriting
instruction combines appropriate materials, direct instruction, distributed practice and selfmonitoring. Students need a legible fluent style of handwriting to fully participate in writing.
Numerous research studies, have found that handwriting difficulties harm a childs development
as a writer for a number of reasons for example individual differences handwriting skills and
preoccupied with the motor skills of handwriting. Some of them are giving the students clay
or play-dough to play with to strengthen the major muscles used in handwriting, provide creative
art projects that involve using crayons, markers pens, scissors, and finger paints, as well as
tearing paper, ask the students to sort collections of loose coins into stacks of pennies, nickels,
dimes, and quarters, and help them learn to manage such everyday skills as tying and lacing his
shoes and buttoning his clothes. (Peggy Gisler P. and Eberts M). This is important in order for a
child to be successful. I am looking forward to working on this area of concern, and sharing my
findings.
1.4 Initial Data Collection

2.0 RESEARCH FOCUS

2.1 Description of Research Focus
The general focus of the present study is on Improving Students Handwriting Skill in
Sekolah Jenis Kebangsaan Cina Buloh. According to Kamus Dewan Edisi Keempat (2007), the
poor handwriting can be defined as poor, untidy and not neat. Ahmad Taufeek (2006) said that
poor handwriting can be defined as untidy and not clear to be read. From Ahmad Durani Bin
Suip (2009) research, he exposed the pupils the best way of handling the pencil, the correct
body posture, practicing writing in three lines book and also one line book. In the classroom,
some of the pupils handwriting could not be read by the teachers even though they are quite
good in presenting the ideas. Therefore, the teachers are having the difficulties to evaluate the
pupils work because of their poor handwriting. Sometimes, handwriting did affect the marks
given by the teachers especially in writing essay. Papers with poorer penmanship are rated
lower by teachers for composition quality. Graham (1999) in his research of the Effects of Poor
Handwriting and Spelling stated that papers with poorer penmanship are rated lower by
teachers for composition quality. Dayang Nurmalisa (2007) stated that no exposure to the right
writing techniques and strategies on the early stage makes the pupils having poor handwriting.
Norizan Esa (2005) in his writing Tiong Houng Ching (2005) support that teaching writing skill
among children using simple to complex method will help them to write better with less mistake
made.
2.2 Action
In order to solve the problem of penmanship among Year 3 pupils, I would like to use two
methods which are 3 lines book and dotted lines. I will use dotted thirds paper, which comes
either in books or a loose paper. Dotted thirds have three lines, the base line is a full line, while
the two above it are dotted. Children write in these dotted thirds using the full line as the bottom
of most letters. The middle dotted line forms the top edge of non-capitals such as a, c and u,
while the top dotted lines form the top of any letters with a stick, such as b, d and t. Letters
with a tail, like j, p and y begin at the middle dotted line and pass through the base line and
down to the top dotted third of the next line.
Another method that I will use is three lines book. Pupils have to copy the example on the three
lines provided. The three lines will guide the child to place letters correctly. The child can follow

the cue bump the lines, learning that the lowercase letters bump the top line and the bottom
line. Letter placement will be uniform and neat. Pupils do not have to worry about their writing
will be in a mess, because pupils only need to follow the lines provided. It also avoids confusion
of starting and stopping points. Pupils need to use three lines until they master letter placement.
3.0 RESEARCH OBJECTIVES AND RESEARCH QUESTIONS
Research Objectives

Identify if 3 dotted lines can help pupils in writing neatly.

Improve the students writing skill by using 3 dotted lines book.

Explore the learning points which arise from the action research that may improve and
enrich me professionally.

Research Questions
1. How will the usage of three lines book and dotted line helps in improving the pupils
handwriting?
2. How will the pupils respond towards the interventions used?
4.0 RESEARCH PARTICIPANTS
This study took place in a Year 3B of SJKC Buloh. This class consists of 22 pupils. The
pupils share the same socioeconomic background. From my observation most of them are of
the same level of writing ability except 5 of them. Those 5 pupils seem to have difficulties in
having good handwriting. From my survey throughout their workbooks, I found that they also
cannot even write (in a straight line consistently).

5.0 PLANNING OF RESEARCH IMPLEMENTATION

5.1 Stages of Action
For this research, I have chosen Model of Laidlaw (1992) as below:

Phase
1:
Identify
the
issue

Phase 5:
Reflection

Phase 4:
Collecting
and
analysing
data

Phase 2:
Planning
an action
Phase 3:
Interventi
on of
action
Figure 1: Liadlaws Model (1992)

5.2 Planning of Data Collection Methods

Observation
To collect the data on the level of penmanship among pupils of Year 3B of SJKC Buloh, I began
with an observation to see the level of their writing on paper. For this observation, I distributed a
worksheet containing sentences for 5 of them to copy in order for us to see their writing on
paper.

Example:
1. Last weekend, my mother and I went to the supermarket.

2. We went there by taxi.

3. My mother wanted to buy some fruits.

4. My mother bought apple, orange, watermelon and grapes.

5. We went back home around 5 oclock in the evening.

After the pupils finished with the worksheet, I collected all of their work and observe their
handwriting.
Intervention
1st intervention:
I distributed dotted lines alphabets in a worksheet for each of them and ask them to finish the
worksheet given.
Example:

2nd

intervention:

I distributed

3 lines papers to each of 5 detected

pupils

asked

and

sentences

them

to

copy

several

according to the lines paper.

Example:

Final observation:
After the intervention, I asked pupils to rewrite the 1 st worksheet that I gave them earlier and
observed their improvement.
Example:
1. Last weekend, my mother and I went to the supermarket.

2. We went there by taxi.

3. My mother wanted to buy some fruits.

4. My mother bought apple, orange, watermelon and grapes.

5. We went back home around 5 oclock in the evening.

5.3 Planning of Data Analysis Methods

The first suggested intervention is by distributing the dotted lines alphabets in a
worksheet for each of them and asks them to finish the worksheet given. This method requires
the teacher gives the worksheet continuously at the same interval time. For example, the first
worksheet is given during the first day of the week followed by the second worksheet is given on
the second day. 4 worksheet will be given in 4 consecutive day in a week. For every worksheet
completed, the teacher will rate it by using stars. For example, if the pupils are doing well during
the first worksheet, the teacher will give them 4 or 5 stars, depends on their work. By doing this,
the pupils will be motivated to earn more stars, hence producing a better handwriting. For every
worksheet completed, it is important for the teacher to record the data or result to make sure the
pupils and teacher can see the progress of the intervention. This is also one of the ways for the
teacher to motivate the pupils in producing a better handwriting. The teacher can put the result
in a table. For example;
Name of Pupils
Pupil 1
Pupil 2
Pupil 3
Pupil 4
Pupil 5

Worksheet 1

Worksheet 2

Worksheet 3

Worksheet 4

Rating:
Excellent
Good
Moderate
Poor
Very Poor

The second intervention suggested is by distributing 3 lines papers to each of 5 detected pupils
and asked them to copy several sentences according to the lines paper. This method help the
teacher to analyse the pupil potential in producing a neat handwriting as there are no dotted line
to help them in writing. This method is highly suggested to be carried out after the dotted
alphabets method as it is considered as a higher level in penmanship. From this, the pupil
improvement can be observed and the teacher can identify what is the level of each pupil. The
teacher can motivate the pupils by showing the writing to the classmate and ask them to rank
the work. Therefore, there will be different pupils on the first and the lowest rank.
5.4 Planning of Data Triangulation

5.5 Schedule of Research Implementation

Schedule 1 : The schedule for planning and intervention of action
Date
Practicum Phase 3
Week 1: 26 Jan and 28 Jan 2016

Action
Diagnostic Test (Oral and Writing)
Category : Non-capitals such as a, c and u
Activity 1: Recognize and pronounce the letter on
the card (First Test)
Activity 2: Pronounce the letter on the card
repeatedly (Second test)
Activity 3: Write the letter on the User Friendly
Card (Third test)

nd

Week 2: 2 February and 3 February 2016

Activity 4 : Game of Alphabet (Fourth Test)

Category : Letters with a stick, such as b, d and
t
Activity 1: Recognizing the letter and pronounce
the letter on the card (First Test)
Activity 2:Pronounce the letter on the card
repeatedly (Second test)
Activity 3: Write the letter on the User Friendly
Card (Third test)

Week 3: 12th February and 13th February

Activity 4 : Game of Alphabet (Fourth Test)

Category : Letters with a tail, like j, p and y

2016

Activity 1: Recognizing the letter and pronounce

the letter on the card (First Test)
Activity 2: Pronounce the letter on the card
repeatedly (Second test)
Activity 3: Write the letter on the User Friendly

Card (Third test)

Activity 4 : Game of Alphabet (Fourth Test)
Post Test
Interview session

Week 4 : 19th February 2016

22nd February 2016

5.6 Estimation of Budget

This research will be carried out with minimum budget as the researchers are still teacher
trainees with limited income. The figure below is the assumption budget for the action research.
Items
Indah

Kiat

A4

Total Unit

Price per unit

Total Price

2 pieces

RM 7.50

RM 15.00

multifunction business

(500

sheets

paper
Tesco 2B pencil

piece)
4boxes

RM 2.50

RM 10.00

3 Lines Workbook

(12 pencil per box)

5 books

RM 0.70

RM 3.50

Canon 3 in 1 ink

2 units of Cartridge

RM 30.00

RM 60.00

Cartridge

(Black

and

Cartridge
Total Cost :

per

Colour
RM 88.50

The assumption of the budget is based on the previous task that I had done along the
first and second phase of practicum. I hope the low cost budget may decrease the burden of the
research toward our lifestyle.

REFERENCES
Janet C. Richards. Cynthia A. Lassonde. (2011). Writing Strategies for All Primary Students.
San Fransissco: Jossey-Bass.
Read, C. (2007). 500 Activities for the Primary Classroom. Oxford: Macmillan Publishers.
Ruddell, M. R. (1993). Teaching Content Reading and Writing. Massachusetts: Allyn & Bacon.
Carolyn Stone, Rebecca Gusich, Deborah Olphin, Jill Brey-Lewis. (2004). Handwriting,
Strategies to Develop and Remediate Students' Written Work. Richmond, Virginia,
United States of America.
Kamarudin Husin, Abdullah Yusof & Mohd Ra'in Shaari. (2011). Pedagogi Bahasa: Amalan Bilik
Darjah. Tanjong Malim, Perak: Emeritus Publications.
Sharon A. Cermark & Dawne Larkin. (2002). Developmental Coordination Disorder. Canada:
Delmar.
Tiong Houng Ching. (2005). Membaiki Tulisan Pelajar Tingkatan Peralihan Dengan Kaedah
Ansur Maju. Seminar Penyelidikan Tindakan Thaun 2005, Sri Aman, Sarawak, 84-96
Deardoff, J. (2011, July 4). Stressing The Importance of Good Handwriting. Retrieved January
09, 2014, from The Island Packet:
http://www.islandpacket.com/2011/07/04/1711904/stressing-the-importance-of-good.html
Grant, J. (n.d.). When It Counts, Neat Handwriting Makes a Difference. Retrieved January 2014,
09, from Maximum Potential, Empowering People, Building Careers:
http://www.mymaximumpotential.com/2010/07/27/when-it-countsneat-handwritingmakes-a-difference/