.

1.0 INTRODUCTION

1.1 Introduction

Some says that producing artwork is an easy task for talented people; people without

talents will never be able to produce any decent artwork. But as a teacher, the

researcher believed that talent can be nurtured as long as the person has interest and

keen to learn the correct techniques in producing any artwork. The definition of

artwork is a painting, sculpture, photograph, etc., that is created to be beautiful or to

express an important idea or feeling: an artistic work. It can also be drawings,

photographs, etc., that are included in books, magazines, and other printed materials.

To be able to produce all those mentioned above need more than talents. It needs

determination, diligent and knowledge in producing meaningful piece of art. Pupils

need to be taught the basic skills in art before they can produce any masterpiece of

their own after they mastered the many skills in arts.

Determining pupils with difficulties in producing artwork is not a simple task.

Teacher will have to do many observations and try-and-error methods with the

pupils. In the same time, teacher needs to make each teaching and learning session is

meaningful and enjoyable.

1
.

Action research involves the collection and interpretation of data to facilitate

the understanding of a phenomenon or problem in the workplace. Practicing 'thinking

and research orientation' and 'research-based decision-making' in the daily tasks of

teachers is one of the best approaches to improving the quality of educational

excellence, particularly in teaching and learning.

This study is very effective in helping teachers to understand and analyse the

problem and subsequently conducting a study to find an answer to this problem. In

addition, it can help teachers to act systematically based by the procedure outlined

for conducting the study.

After designing an action plan on the issue detected, researcher has chosen to

conduct an action research related to the skills of using lines to generate tones. This

method is known as "garisan bayangan" or imaginary lines technique, which is the

teaching of basic colouring skill to produce tone. The researcher hopes this method

can help to improve the students' skills in colouring activities in order to produce a

work of art that has high aesthetic values.

2
.

1.2 Teaching and Learning Reflection in the Classroom

During the teaching and learning sessions, researcher has found out that students are

actively involved during the activity in producing the art piece. Students also showed

a deep interest and passion to produce interesting artwork. However, students are less

susceptible to the basic techniques of painting such as colouring techniques. Students

cannot apply certain techniques such as making colour tone while painting them.

This can be evidenced by the results of the initial test run of the researcher to the

students.

For starters, researcher had conducted initial tests to observe the students’

colouring skills. Researcher had organized the activity of colouring a picture of three

balls. This activity belongs to the field of drawing skills where students need to

colour the picture using pencil colours. The first step is researcher distributed the

sketch to every student. Researcher instructed each student to start the colouring

activity following the example of the completed coloured sketches.

During the current events, the students colour their paintings thoroughly and

carefully. They coloured the drawings neatly and attractively. A total of 29 students

managed to colour the sketch of the 3 balls with tone, but 5 of them are not

successful in completing the task. The researchers asked the students to investigate

the skill level of students in colouring, "Have you learned on how to colour your

drawings in tone?" "What is tone, teacher?" the student replied. Through the answer

given by the students, the researcher was able to identify the level of students in

colouring.

3
.

Based on observations made, there are some students who coloured evenly on

the entire object using the same pencil stress. There are also images produced less

prominent which made them grim and unappealing. To overcome this problem,

researcher has devised a method of "imaginary line". This method is the basis for the

introduction tone technique. An imaginary line is used to generate tones by

controlling the movement of the hand, the pressure of pencil colours and the

selection of colours according to the imaginary lines where they are set.

1.3 Reflection of Education Value

The title of this action research is "imaginary line". This method aims to develop

colouring skills among young schoolchildren. The line can be defined as parallel or

intersecting sketch while "imaginary" means something or anything that is being

imagined. The "imaginary line" is a method of controlling the colouring areas and to

control the pressure of the hand applied during the colouring activities to produce

tones.

Hence, the researcher will only focuses on the problem of students’ colouring

skills in using pencil colours to produce a well-toned picture although there are other

problems detected as well. The focus of the study will be conducted on 5 respondents

who were selected from Year 4 Cerdas.

4
.

According to Lowenfeld and Britain (1982), during the Dawning Realism and

The Gang Age (9-12 years), the children continued to paint by maintaining certain

concepts and schemes. Changes at this stage are the image painted realistically and

accurately. Image painting will begin to shrink in size and children begin to show the

critical nature of the work itself. They began to compare their work with the work of

their peers and this makes them more cautious and individualistic, and emphasizes

the quality of the work produced.

Based on the statement given by Lowenfeld and Britain, the children at this

level should be able to produce paintings that have the characteristics of a good

painting. The children should be able to apply the techniques of drawing and

colouring and practicing their skills in producing a good colour tone. Colouring skill

is one of the basic skills in visual arts education which is taught to the pupils in

Malaysia since the beginning of the formal learning process which starts from

preschool. Colouring skills can also help students to develop their psychomotor skills

and their hand-eye coordination.

However, students of Year 4 Cerdas are not successfully met the criteria

specified by Lowenfeld and Britain. Based on the results of initial tests that have

been conducted during the last teaching and learning session, the researcher had

found that some of the pupils in Year 4 Cerdas did not know what colour tone is. In

fact, they were still hesitant when they were asked to colour the sketch given.

5
.

The researcher believes that this problem arises because a number of things

such as the students were not exposed to the techniques to produce paintings that

have shades of colour, or their previous teacher of art education that did not teach the

techniques of proper colouring. Therefore, the result of the students’ paintings have a

uniform colour and two-dimensional. Through observations, the respondents have

desire to produce a painting that is colourful and interesting but their knowledge of

colours and the use of colour is limited. Based on the observations that have been

made, the researcher found out that:

i. Pupils produced a drawing that has a uniform colour and two-

dimensional

ii. The drawings produced looks grim and unattractive

iii. Pupils using much hand pressure when they want to produce brighter

colours.

6
.

2.0 RESEARCH OBJECTIVES

After this study completed, the respondents are expected to achieve the following

objectives:

2.1 The General Objectives

This study aims to give the students the understanding of concept and the skills in

colouring activities using dry medium to generate tones by using lines. The lines

acted as a guide for the students in colouring and producing tones.

The concept mentioned here is the concept of lighting and refraction to

produce a realistic tone. The dry medium used the pencil colour. Pencil colour is the

main medium and basis for primary school pupils. Pencil colours are easier to control

and use by the pupils. However, the regular uses of pencil colours which means

using the pencils without understanding any concept or skills of using will result in

producing monotonous coloured products and less exciting compare to the use the

elements and principles of art such as balance, harmony and tone.

7
.

2.2 The Specific Objectives

The objectives are then detailed into a few specific objectives as listed below:

1. To determine the effectiveness of the use of the lines technique (“imaginary

lines”) with emphasis on the concept of lights to produce tones in ensuring

that the work produced is more realistic.

2. To identify the factors that affecting the production of attractive shades or

tones.

There are two goals to be achieved by the implementation of this study. One

is to detect the effective use of line technique called "imaginary line" where the

emphasis is on understanding the concept art lighting. Light is essential to produce

shadows lighter or darker shades which eventually will show the tones. The existence

of tones will be generated so as the artwork will not be seen as monotonous where

the art will look "alive" and in 3D. The study also focuses on the factors that affect

the production of tone in an artwork.

2.3 Research Questions

The questions to achieve the objectives of the study:

1. How effective is the use of the line technique in colouring?

2. What are the factors that affect the pupils’ skills in colouring with tones?

8
.

During the course of study, observation will always be made to ensure the

effectiveness of the line technique in colouring images using pencil colours. The

researcher will do the best to teach the technique as well as ensuring that students can

understand the concept of lighting to allow them to imagine the position of the

imaginary line. In addition, researcher will observe the factors that affect pupils'

skills in colouring. Based on the work of five respondents of different gender and

acceptance of the concept, an analysis can be made to determine the success of the

techniques introduced.

Conclusion

Through this research, it is hoped that the weakness of students in the tone colouring

accuracy can be identified and addressed. In addition, researcher can make the

planning and introduction of new teaching methods and techniques for carrying out

the treatment process aimed at addressing weaknesses of the identified students.

Thus, researchers can use the drill using an imaginary line in addition to teaching

about the lighting concept. The researcher believes that the drill of the activities will

be able to help students to understand the concept of colouring with tone with greater

depth based on hands-on activities. Therefore, it is hoped that this study will have an

impact on the process of teaching and learning.

9
.

3.0 FOCUS STUDY

The researcher focused the study on the problem of colouring skills of pupils in Year

4 Cerdas. The problem faced by most students is to get the right tones when

colouring a picture using pencil colours. The results of the early work demonstrated

by these students is uneven, mottled and shows no light direction, and at the same

time cannot show the proper tones so that the resulting sketch will be more realistic.

The importance of this study is to provide awareness and skills to the students

that related with colouring activity. Students who can do well in colouring can apply

these skills in other activities of the visual arts. In addition, students can also develop

their creativity and their perception of visual arts education. In the aspects of

usability, the skills taught can be applied to life. For example, students who are

skilled and knowledgeable about colour tones will be able to produce better and

quality work and have high aesthetic value. This ability can indirectly increase self-

confidence and become the basis for their future careers.

In terms of relevance to the school, pupils who are skilled in colouring have

the opportunity to participate in colouring contests to represent either the school or to

win prizes and awards. This will not only generate pride in the students and their

families but also bringing good the name for the school. Therefore, this action

research should be carried out to the students so that their skills can be improved as

well as their awareness of the importance of the colouring attractively and toned.
10
.

3.1 Problem Statement

This study aims to assess the extent of colouring using the imaginary line techniques

can enhance the skills of students in colouring the sketching with tone. Through

random observations during the process of teaching, it is found that students have

weaknesses to generate a coloured image which having a tone and look realistic.

Pupils showed their willingness to do the colouring activity according to instructions

from the teacher but not acting right. Students cannot predict the direction of light

and unable to use the right colour for their drawings to show the tone.

Affirmation and repetition concept has been applied through drills and

demonstration activities. Students can learn and explore in tone colouring skills

through activities designed by the teacher. Teacher introduces new methods and tools

using the imaginary line where the lines mark the boundary of the colours to be used.

Teacher also explains the concept of light that illuminated the object and explains the

concept of light and dark. The study is suitable to be conducted as it will not take a

long duration and is easy to manage. Preparations for implementing the study method

do not involve a lot of energy and can obtain immediate results. The researcher will

carry out this method during the teaching and learning of arts education to avoid

interfering the learning time of other subjects for the students who responded to the

survey.

11
.

3.2 Literature Reviews

Stan Smith (2008), “One glance gives you a vast amount of information about

shapes, forms, textures and distances. What enables you to interpret all this

information is the many shades of light and dark – the tones, in fact.” Painting is a

medium or a way to convey the story which the artist wants to convey. Painting is a

good and meaningful way to use when there are so many things that the watchers can

read between the lines by looking interpreting the artwork.

According to Abdul Shukor Hashim, Badrul Isa, Khairezan Rahmat and

Zuraimi Zakaria (2007), aesthetic development of children is inseparable with the

development of creativity. Both are influenced by environmental factors that shape

the growth and characteristics and patterns of thinking. Many factors affect

children’s lives in terms of maturity and the ability to process images and objects.

Children prefer to choose more bright and cheerful colours. By that statement, it is

clear that the environment plays an important role in the development of student

skills. Students learn from their observations of environmental conditions. If a

student is exposed to the skills of the right colouring, the student can apply it in their

artwork. There are also students who are more precocious and focus compare to the

other students at his age. This helps students to interpret and apply the simple

observation into his work.

Doherty (2008), talked on the work of Arlene Steinberg who develops her

detailed coloured pencil drawings in much the same way as an oil painter would

12
.
proceed. Arlene carefully determines a composition, builds from dark shadows to

bright highlights, and under paints complementary colours to enrich the image.

Steinberg (2012), in CP Colored Pencil Artist’s Magazine “Color Matters”

noted that, “My creative journey begins with everyday items, arranged simply, to

allow myself to focus on the nuances of colour and light, and how the interplay of

reflections, refractions and absorption gives an object dimension.” In order to bring

her art to life, she applied layer upon layer of coloured pencil, until her artwork

resembles the look of an oil painting. In a closer inspection, the art reveals the magic

of using complementary colour mixes to build deep, rich shadows. This suggests that

the relationship between colour and tone is closely related to an artwork to make it

seems realistic or "alive".

Haslinda (2010), “... in producing quality paintings, we need to consider

some aspects as follows; basic architecture, perspective, window focus, the effect of

light on the image, the formation of shadows, techniques, types of equipment, media

and materials, and techniques to measure the rate of appeal.” Once again, the role

and relevance of the elements of art will make a work of art impressive and

appealing to the people who are watching and “inspecting” the artwork.

Matisse (A Painter's Notes, 1908): "When I have found the relationship of all

the tones the result must be a living harmony of all the tones, a harmony not unlike

that of a musical composition." In other words, to have a successful painting, one

must get his tones right, otherwise it's just going to be visual noise. The first step to

doing this is to remove colour from the equation, to create a range of tone using only

black.

13
.

4.0 LIMITATION OF RESEARCH

The limitations of the study are:

1. This study is conducted on only 5 respondents that scored at a satisfactory

level and low achievement level in colouring activity for Visual Arts

Education subject.

2. This study is limited to the subjective judgement when selecting respondents

despite scoring rubric provided.

3. The research and colouring technique introduced are limited to 5 students in

certain school which is SK Seri Gading, Batu Pahat. The results will show the

difference if the study was conducted in different schools or districts. This is

because of the background and past and current experience of every student is

different.

4. The Shadow Line Technique introduced were not tried to the students other

than the respondents due to time constraints of researchers and the students.

14
.

5.0 METHODOLOGY

To carry out action research, Kemmis (1983) said that action research is a form of

self-reflection undertaken by researchers in social situations is to improve the

rationality or fairness and truth about the process and the quality of teaching, and

teaching understanding and mastery of a situation where the teaching took place.

5.1 Research Design

Action research process involves reflection on teaching and learning issues to

be addressed. Then the researcher will provide a plan of appropriate measures to

overcome the problems it faces. Next, the researcher developed and implemented the

plan. During the process of implementation, the researcher had to observe the

progress of actions undertaken. Overall implementation is deemed to be the First

Loop, and if the problem cannot be surmounted, the researcher will start the process

again to the Second Loop until the problem was solved.

In the second loop, the researcher must make reflection and adaptation to the

action plan. One criticism of this model is that it always locks persist and has no end.

Thus, one researcher who conducted the study should be pragmatic and take

necessary action to ensure that the action plan is in line with the standard curriculum

to be delivered.

15
.

ACTION RESEARCH LOOP

reflexes and analysis practices

currently in use. Get ideas for
identify problems to be studied
research topics

plans to study measures to be

reduce the scope of the topic to
taken to evaluate different
be researched and planned
research strategies (literature
actions
reviews)
form research questions and
select the action to be taken

Act and note the effect. Value

evaluate the whole process strategy and make final
alterations.
Formulation with descriptions and
suggestions for future research

Figure 1: Kemmis & McTaggart Action Research Loop

Research Methods

A study conducted by researcher representing a combined study that combines

qualitative and quantitative methods. Qualitative methods were used when the

researcher selects respondents through observations, questionnaires and tests (pre-

test) before performing the intervention. The quantitative methods applied to obtain

data that can be measured and numeric.

16
.
5.2 Sample Size

Before identifying the possible respondents, the teacher beforehand had to observe

the work of all pupils in Year 4 Cerdas in drawing and colouring. Based on the

results of all 34 students, the teacher has identified five respondents who scored

lowest in the drawing and colouring activity using pencils colours. The marks for the

work of each student is calculated based on the rubric that has been prepared by the

teacher (Appendix A). Overall marks for pupils in Years 4 Cerdas were then recorded

by the teacher so it would be easy to make comparisons and to choose the

respondents (Table 1).

Table 1 below shows the marks for drawing activity of Year 4 Cerdas pupils

during Visual Art subject. The names with the (*) mark were selected as respondents.

Table 1: Marks for Drawing Activity of Year 4 Cerdas

17
.
Respondents consisted of five students aged 10 attending Sekolah

Kebangsaan Seri Gading. Respondents were two males and three females. Most

students have a simple and low performance even if the respondent is a student of

moderate achievers’ class. After having the practicum from the date of March 29,

2015 to May 30, 2015, the researcher believes that the children’s background greatly

influences the performance of pupils and students' cognitive skills. Most students

cannot accept the content of teaching well and find it difficult to understand the

concept described in theory. So, the teacher had taken the approach to conduct

hands-on activities so that the students can learn through their own experience.

The developments of children’s brains are derived from their social

interaction with parents, teachers and peers. Reviews made by psychologists Galton

(1865), Goddard (1890), Newman (1937) and Shieldo (1962) has shown that every

individual has the intelligence and intellectual abilities which contrasts with peers.

The difference in intelligence between individuals can be observed from the

performance of students in a class. Research psychologists often associate individual

differences in intelligence quotient of their parents and their environment.

Based on this fact, it can be stated that the level of students’ thinking is

influenced by their family background and environment. For example, students who

come from families with low economic income are usually having less extensive

disclosure about education through technology. Despite their awareness of the

importance of education but their reach is limited. Their education is limited to what

they gain in school by the teachers’ teaching.

18
.
5.3 Instruments / Measurement

There are several instruments used throughout this study.

a. Interview (Pre and Post)

b. Questionnaire (Appendix B)

c. Observation

d. Pre-test (Appendix C)

e. Post-test (Appendix C)

f. Intervention Activity (Appendix D)

Comparison of the results before and after the intervention demonstrated through a

statement after assessing the results of the analysis of the respondents involved.

5.3.1 Interview

a. Pre-interview

Having identified possible respondents, the researcher conducted an early interview

to get responses in more depth. Interviews were conducted to find out the feelings,

thoughts and attitudes of respondents to a colouring with tone activity. Determination

of the codes is to detect the problems that exist in the research process. Researcher

will analyse the interview according to the codes that have been identified. The codes

are as follows;

19
.
1: Teacher’s factor

2: No basis in colouring skills

3: Do not understand / do not like

4: Not interested

Table 2 below shows the researcher’s questions and respondents’ responses.

Question 1 Adakah kamu suka mewarna? Mengapa?

Do you like colouring activity? Why?

Respondents Students’ Responses Code

R1 Saya suka sebab seronok -

R2 Warna tak suka sebab tak terer. Saya warna cantik ke 1

cikgu?
R3 Suka sebab warna dia ceria -

R4 Suka sebab menarik -

R5 Suka, dapat isi masa lapang -

Question 2 Adakah kamu tahu mengenai ton warna?

Do you know about colour tones?

Respondents Students’ Responses Code

R1 Tak, tak pernah belajar 2,3

R2 Tak, tak pernah 2,3

R3 Tak, macam susah je 2,3

R4 Tak, tak pernah digunakan 2,3

R5 Tak, tak pernah buat 2,3

20
.

Question 3 Pada pendapat kamu, di antara lukisan bertona dengan tidak

bertona, manakah lebih menarik?

In your opinion, which is more beautiful between toned sketches and

sketches without tones?

Respondents Students’ Responses Code

R1 Ya, cantik yang bertona -

R2 Elok tapi susah sebab nampak macam hidup 2

R3 Bertona sebab elok cantik -

R4 Bertona sebab warna cantik -

R5 Bertona, senang nak kaler -

Table 2: Pre-interview Questions and Responses

Based on the interview, during the first question, R2 has demonstrated

unconfident features with his work because he felt he was not skilled in colouring.

The code for R2 answer is 1, the teacher factor. Researcher defined such a code

because the respondent did not know the skills he mastered because the teachers

hadn’t made him aware of the skill from the start. The researcher felt that if the

teachers of art education subject can teach and explain the proper colouring skills and

teach students to an appreciation of their work, of course, the students will know the

level of their abilities early on.

21
.

Next, for the second question, all respondents gave answers that were not

nearly as knowing anything about toned colours. The code identified is 2 and 3. Code

2 is no basis in colouring skills while code 3 is not knowing or do not understand.

Based on spontaneous responses given by respondents, the researcher found that all

respondents did not know about the basic skills of colouring. For them, colouring

activities are for fun and they use their own creativity based on the past experience of

teaching and learning.

For code 3, however, it refers to the reaction of respondents who confounded

when the researcher asked about the concept of colour tones. The researcher feels

that the Visual Arts teachers must teach basic skills since the beginning of the

schooling year. This is due to colouring skills that are taught from the beginning will

be able to form creative thinking skills of the children. In fact, children who can

produce a work that has a high aesthetic value are the children who have high energy

creativity. These skills will certainly be developed to a higher level in line with the

level of development of the child into adolescence and adulthood, and thus can

produce high-value arts.

22
.
b. Post-interview

Table 3 below shows the interview questions and responses during the second

interview session.

Question 1 Adakah teknik garisan bayangan membantu meningkatkan kemahiran

mewarna kamu? Bagaimana atau mengapa?

Are imaginary line technique helps to improve your colouring skills?

How or why?

Respondents Students’ Responses

R1 Ya, sebab dah tau kawasan

R2 Ya, saya dah tak guna satu warna saja

R3 Ya, sebab warna nampak macam betul

R4 Ya, sebab lebih senang

R5 Ya, lukisan saya nampak cantik

Question 2 Adakah cara yang baru ini lebih mudah berbanding dahulu?

Is this new way easier than ever before?

Respondents Students’ Responses

R1 Ya, kerana dah tau macam mana nak buat

R2 Mudah tapi kena pandai guna kaler

R3 Ya, kena pandai campur-campur warna

R4 Ya, sebab dah tau, jadi senang sikit

R5 Boleh la. Jadi juga gambar yang saya buat

23
.
Question 3 Adakah kamu berminat untuk mewarna sekiranya cikgu gantikan

lakaran buah epal kepada objek lain seperti kenderaan, pakaian atau

orang?

Are you interested in colouring if teacher substitutes the sketches of

apples to other objects such as vehicles, clothing or people?

R1 Boleh, mesti best.

R2 Susah tak nanti?

R3 Boleh, cikgu. Saya nak cuba.

R4 Bila cikgu nak bagi? Boleh tak saya bawa balik nak tunjuk pada adik

saya?

R5 Bolehlah cikgu.

Table 3: Questions and Responses during the Post-interview

Based on the interviews, it can be seen that the respondents' responses are different

than before the intervention took place. R2 and R5 indicated a lack of confidence in

colouring activities they have done while other respondents indicated their feelings

of excited and happy with their works. Based on the analysis of the last questions,

while other respondents agreed to try when the teacher wants to give another sketch

as an exercise which is more challenging than before, R2 still shows his lack of

confidence. The challenge for the teacher is to ensure that respondents like R2 who

are still unsure with his own expertise to become more confident with his own skills.

24
.
5.3.2 Questionnaire

In order to get the result of the research, the researcher had to run a simple

questionnaire (Appendix B). This questionnaire is done because the researcher wants

to get feedback from the respondents. Each respondent was given a questionnaire

each. They must answer the questions individually. Each question will be read by

researchers to prevent the respondents answered the question wrongly. Results from

questionnaires is necessary in the study because researchers did not use a structured

data collection methods that can be calculated using the SPSS system.

Table 4 shows the results of respondents' answers to the questions in the

questionnaire.

No Questions Yes No Notes

Do you enjoy these colouring activities? Yes – 5/5
1 /////
100%
Do you understand about your tones in Yes – 3/5 (60%)
2 /// //
colouring? No – 2/5 (40%)
Are you able to describe the colour tone to No – 5/5
3 /////
other friends? 100%
Is the imaginary line technique helps you to Yes – 5/5
4 /////
colour with tone? 100%
Are the imaginary line technique easy to Yes – 5/5
5 /////
use? 100%
Does your painting looks more interesting Yes – 5/5
6 /////
with tone? 100%
Are you going to use the imaginary line Yes – 5/5
7 technique during your next colouring ///// 100%
activity?
Table 4: The Analysis of the Respondents’ answers to the Questionnaires

Based on the above analysis, it is clearly shows the simple response of respondents to

an imaginary line techniques introduced. All respondents answered "Yes" to the first

question. This indicates that the respondents had fun during the colouring activity

since they had been able to achieve their objectives for colouring with tone.

25
.

Next, the second question is about the understanding of respondents about

"toned colours". The analysis found that 3 out of 5 respondents understand about the

tone. But when asked the third question that asks the respondents about their

willingness to describe the tones to other friends, all respondents answered 'No'. It

can be concluded that all the respondents still need to take time and to practice to

really proficient and confident in the definition of tones before they could explain it

to their peers.

The fourth question is related to the ability of the imaginary lines in helping

respondents to improve their competence in colouring. All respondents agreed that

this technique has helped them to increase their efficiency. Based on the fifth

questions, all respondents were agreed that the imaginary line technique is easy to

use. This is likely because of the efforts of the researcher who demonstrated and did

the drills with all the respondents during the treatment period of the research.

The respondents agreed with the sixth question and suggesting that they were

agree that their works look more attractive and beautiful if colour tones is applied in

their colouring assignments. Similarly, respondents gave the answer "Yes" to the last

question. All of the respondents agreed to apply the imaginary line technique to get

the colour tone during their future colouring activity as the imaginary lines technique

is a simple technique and can produce more interesting work.

26
.

5.3.3 Observation

Observations were made during the study period lasts. The purpose of observation is

to see the reactions of the respondents in the survey conducted during the research

period starting from the interview, questionnaire and pre-test, and up to the treatment

process, post-test and second interview. This is to get a report on the readiness and

acceptance of students to the arts activity and the techniques introduced by the

teacher. The willingness of students to learn is important to determine the

acceptability of methods and concepts taught can be understood entirely by students.

The observation report collected by the researcher is as follows in Table 5.

OBSERVATION ON RESPONDENTS’ BEHAVIOUR

RESPONDENTS
1ST INTERVIEW PRE-TEST POST-TEST 2ND INTERVIEW
MUHAMMAD Just follow No tone, Neat, with Like to try more
AMIRUL teacher’s uneven tone
SHADIQ instruction colouring
AZFAR Quiet, uncertain No tones, Knows how to Confident
NAUFAL responds wrong used of use light
lines reflection
NUR SYAFFA Interested but there is a bit Good tone, Understand the
REZA afraid to try tone but not interesting concept of shading
guided by the work
light
NUR FATIN Interested because Colouring by Good shading Want to try to use
SYAZWANI of being selected zigzag technique the lines onto other
pictures
AIN NOR Not confident Monochrome Shows tone in Able to blend 2
SOFIE colouring colouring colours to produce
tone
Table 5: Respondents’ Behaviour from Researcher’s Observation

27
.

a. Pre-test

Through the pre-test, the researcher has provided a picture of 3 balls with the lines

(Appendix C). The researcher also explains the concept of light and shades resulting

from the refraction of light. No demonstrations held before the students started the

colouring activity. The researcher directed the respondents to colour the image

provided with toned colours. The results of the pre-test conducted, the researcher

found that all respondents could not produce tones as directed even though they had

been provided with a predetermined tone area through lines available.

Through the pre-test findings and observations of the teacher as a researcher,

one treatment session has been planned and implemented in order to make the

students to master the tone colouring skills. It is expected that imaginary line

technique introduced can be used as a tool to help the students to understand the

concept of colour tones.

The works of respondents during their pre-test are shown below as in Figure 2 below.

Respondent 1 Respondent 2 Respondent 3

28
.

Respondent 4 Respondent 5

Figure 2: The Works of Respondents during Pre-test Activity

b. Post-test

After the intervention was conducted, the researcher conducted a post-test to

determine the level of success of the technique introduced. Post-test was held to

determine the level of knowledge and skills of students in colouring using the pencil

colours. Post-test is also used as a yardstick to know the problems of students and

interventions technique carried out, if any.

Table 6 below shows the details on how the teacher run the post-test using the

line technique.

Steps Activity Notes

Teacher distributes same picture Teacher explains about the picture
Step 1:
(Appendix C) and explains to the given and asks students to imagine
Introduction
students about the test. the lights and the lines (tone areas)

Step 2: The students colour the pictures Teacher observes students’

Progression given on their own. behaviour and their work.

Table 6: Post-test Activity

29
.
During the post-test, the researcher had distributed the same picture of three

balls to evaluate the effectiveness of the technique learned and the understanding of

the respondents. The test results are shown as in Figure 3 below.

Respondent 1 Respondent 2 Respondent 3

Respondent 4 Respondent 5

Figure 3: The Post-test Result

Based on the results shown by the respondents, the researcher found that the

respondents understood the procedures of the techniques after demonstration and

drills were held. The researcher also managed to distinguish between the usual works

and the works that apply the shadow line techniques.

30
.
Looking at the respondents’ works, their colouring skills are better than the

previous one. Students learnt about the soft or light tone areas and dark tone areas.

The qualities of colour identified are dark, medium dark and bright. Respondents

successfully applied the imaginary line technique even without the help of the lines

as during their intervention stage early in the process. Neatness aspects of the

colouring can also be controlled properly. The works of the respondents are more

interesting with the tones adding the lively touch of the image.

This post-test was held after the respondents undergo the treatment within 2

weeks. Respondents were assessed by observation of their behaviour, works and

interviews. Comparisons were made to assess whether the extent of the

demonstration activities and drill exercises able to increase students' understanding

of the concept of light and colour tones.

5.4 Intervention / Treatment

Once the researcher obtained information from the questionnaires and the results of

the pre-test conducted, the researcher began to carry out the planned intervention

methods of using the imaginary line. The method of demonstration and drills were

used to improve students' understanding of the concept of colour tone and increase

student skills for blending the colours used to obtain a realistic tone. The researcher

took two weeks to carry out the treatment session. Each treatment session lasts for 1

hour.

31
.
In the treatment process, the respondents will undergo a 2-week treatment

period. Duration is taken short to avoid the respondents to feel bored. This takes into

account the observations made earlier in which the five respondents have the same

background in learning achievements and less focused in learning. The duration of

treatment also takes into account the factor of time constraints faced by the

researcher, the respondents and the school.

These interventions aim to improve students' skills in order to colour the

sketching properly and to get the artistic tone correctly. Through the intervention

process, the teacher will do a demonstration so the students can see for themselves

how to use the imaginary line techniques introduced by the teacher so they can do it

by themselves.

Table 7 below shows the details of demonstration activity.

Steps Activity Notes

Teacher explains about the
Step 1: Teacher uses a torch light and a ball
bright and the dark side of the
Introduction to show the directions of light.
light.

Teacher explains about the line

Teacher demonstrates the method on technique and the imaginary

Step 2:
how to colour the drawing with lines to help students to
Progression
tones. determine the areas that need

to be toned.

Table 7: Demonstration Activity

32
.
Table 8 below shows the details of colouring activity using the lines technique.

Steps Activity Notes

Teacher distributes drawings

Step 1: (Appendix D) that included Teacher explains about the lines and

Introduction lines as guidelines in colouring how to use them as guide.

activity.

Teacher keeps stressing on the uses

of the imaginary lines to help

Students colour the drawings students to determine the areas that

Step 2:
using pencil colours according need to be toned.
Progression
to teacher’s instruction. Teacher guides students to choose

appropriate colours to use to show

the tones.

Table 8: Colouring Activity Using the Lines Technique

Conclusion

After going through the learning sessions using the method of demonstration,

exercises and treatment, the researchers found that respondents can raise their

confidence level and skills while performing colouring activity. Respondents also

gave a positive response every time learning takes place primarily during the

intervention session. According to observations, this is because the respondents felt

they got their attention in their practice and behaviour. They also got positive praised

whenever they do good colouring.

33
.

5.5 Data Collection

Qualitative research has its own form of data which is different from quantitative

research. Qualitative data is in the form of interviews, observations, and document

analysis. This chapter discusses the materials used for each of the data collected, and

the data collection process in qualitative research. The findings of this data helps the

researcher to determine the effectiveness of the imaginary lines technique in

colouring pictures with tone using pencil colours among students in Year 4 Cerdas.

The data collected must be in conjunction or relevant to the research questions.

Research Questions Data Collection Method

1. How effective is the use of the line - Pre and Post test

technique in colouring? - Observation

- Questionnaire

- Interview

2. What are the factors that effecting the - Observation

pupils’ skills in colouring with tones? - Interview

- Pre and Post test

34
.
5.6 Data Analysis

The following preliminary analysis is based on a scoring rubric for colouring activity

such as that provided by the teacher. This analysis used by the researcher to select

the respondents for this study. The researcher had chosen five respondents, 2 boys

and 3 girls who scored the lowest and belongs to the group that scored 'Satisfactory'

and 'Weak'.

GRADE DESCRIPTION BOYS GIRLS

A Excellent 1 11
B Good 13 4
C Satisfactory 1 2
D Weak 1 1
Table 9: The Grades Obtained by the Pupils of Year 4 Cerdas

Before the intervention process took place, the researcher had run a pre-test to

the respondents using a sample of a sketch which had been marked with the

imaginary lines. The researcher only gave simple instruction on how to colour the

sketch without making any demonstration. The result of the pre-test which was being

judge using the same rubric as before is as follows.

RESPONDENT SCORE GRADE DESCRIPTION

1 59 C Satisfactory
2 57 C Satisfactory
3 55 C Satisfactory
4 46 C Satisfactory
5 55 C Satisfactory
Table 10: The Pre-test Result of 5 Respondents

35
.
By looking at the pre-test result shown, it is obvious that some of the

respondents had the idea on colouring with tones by following teacher’s instruction.

But because they were lacking of the skills on how to do the tones, their grades were

still in satisfactory level. Then, the researcher had developed and planned the method

on how to teach the pupils to colour the sketch with tones. As mentioned before, the

teacher who is also the researcher, demonstrated the concept of light and shades.

Pupils must know the concept of light and dark before they can begin their work on

tones. On the next step of intervention, the teacher demonstrated the steps to use The

Imaginary Lines Technique to produce tones. Teacher also let the pupils to do their

hands-on activity to familiarise the pupils with the concept of light and dark in

producing tones.

After the intervention period is over, the teacher run a post-test to see pupils’

progress. The result of the post-test is as follows.

RESPONDENT SCORE GRADE DESCRIPTION

1 75 B Good
2 77 B Good
3 83 A Excellent
4 86 A Excellent
5 88 A Excellent
Table 11: The Post-test Result of 5 Respondents

After completion of the post-test, the results obtained are surprising. All of

the respondents had shown a very significant increase. This shows that the method of

drills carried out using The Imaginary Line Technique has helped these students to

improve their skills in colouring.

36
.

Figure 4: The Differences of Respondents Results

The bar chart above shows the differences in colouring performance of the 5

respondents. It is clearly indicates that the colouring techniques introduced is

successfully enhance the pupils’ skills and their understanding of the concept of

colour tones. The method of demonstration and drills helped the pupils to master the

art of using pencil colours as a colouring medium. Using pencil colours in colouring

activity is significant with primary school children thus makes it a must for Visual

Art teachers to teach the pupils the correct way to use them.

37
.

6.0 REFLECTION OF RESEARCH

This research process is more to trial and error. I only have a little experience in

doing research. Starting from looking and choosing for an issue, it was frustrating

because as a teacher, there are countless issues that I can pick of. After much thought

and observed the problems that arise during the teaching and learning of visual art, I

have found a problem that seems simple but is actually related to other subjects,

which is science. In my opinion after seeing the problem of these pupils who are

unable to use tone colouring is that they do not understand the concept of light. They

also do not understand the concept of light and dark causing their colour selection to

follow their own intuition and individual points of view. They do not show learning

development that is suitable with their age.

38
.

6.1 Review about the Research

Throughout the processes of pre and post-test, and intervention sessions conducted,

the researcher found that respondents were initially less interested. But their interest

is germinated when they realize their skills are increasing after studying the concept

of light and shades.

Due to the initial factor of respondents who are easily bored had led

researchers to take only two weeks to carry out the intervention sessions. The

researcher also held the second interview conducted after the post-test to detect the

level of behaviour of respondents toward the techniques introduced.

The ability of pupils in colouring images with tone using the correct

technique is obtained after the intervention showed an improvement compared to the

pupils’ level before the intervention. It shows that the method of demonstration and

drills help to improve the ability of the student.

Results showed that the imaginary line technique can improve pupils'

understanding of the concept of tones that is associated with the concept of light

refraction. The skills developed of this technique also can increase self-confidence of

the pupils to the subject. The fun for learning can also be nurtured among pupils.

The researcher was impressed by the hard work demonstrated by the

respondent. Although at first they were not sure and sometimes showed lack of

interest in continuing the study, but when they see the results of their work, the fun

and spirit to keep trying were improving until they can show positive results after the

intervention level.
39
.

6.2 Limitation of Research

There are several weaknesses that have been identified. Among those are time

constraints to conduct this study. During the stage of intervention, the researcher was

not able to perform the imaginary line technique on the more challenging sketches.

Even though the result has shown that this technique helped the weaker pupils to

perform better in colouring, but it would give better results if the researcher have

much time to try out the technique on more challenging drawings or ask other sets of

pupils to try it out.

The second drawback is the researcher’s lack of experience in research action

study. This caused a lot of the time used to process and collect the data, and the time

used to refer to the lecturers and other colleagues on this study assignments.

6.3 Suggestions for Further Research

If the study should be continued in the future, the researcher would like to suggest

the following items for further consideration. These suggestions are as improvement

on a study conducted by the researcher. Some suggestions for future research are as

follows:

1. Diversify types of sketches from simple to more challenging but appropriate

to the ages of the students

2. Introduce the concept of colour tones that are easier to learn on a lower level

(Year 1, 2 and 3)

40
.
3. Show plenty of completed and incomplete works as examples to the students

as stimulus

4. Demonstrate or show videos on other techniques that can be used for

colouring with tone for the students to gain an insight of what and how to

produce shades or colour tone.

From the results of the research conducted, the researcher found that there were

positive changes in terms of behaviour and practice of teaching and learning. The

resulting technique can also be shared with teachers and other students because it is

easy and requires no tools. Hopefully the results of this study can be used by teachers

who teach Visual Art.

41
.

7.0 CONCLUSION

Through the analysis of the findings that have been carried out, it appears that each

respondent successfully applied the imaginary line technique that was introduced by

the researcher. Because this technique is used onto a simple sketch form of round and

oval (balls and apples), the respondent can apply this technique successfully. The

researcher believes that the teaching method of demonstration and drill exercises are

the effective ways to improve students' ability to learn the techniques.

In conclusion, this study has been successfully implemented. All the

respondents are able to apply the techniques taught and agreed that the imaginary

line technique is not only easy to apply but also had helped them to produce

interesting work.

42
.
8.0 REFERENCES

Abdul Shukor Hashim, Badrul Isa, Khairezan Rahmat dan Zuraimi Zakaria. (2007).
Modul Perkembangan seni dan kanak-kanak, Universiti Terbuka Malaysia.
Kuala Lumpur: UNITEM Sdn. Bhd.

Art Terms (Sept. 22, 2010). Retrieved on Nov 05, 2015 from
http://www.flashcardmachine.com/art-terms 1.html

Avogadro, Antonella (Nov 09, 2014). Painting with Colored Pencils: Creating a
Realistic Look. Retrieved on Nov 05, 2015 from http://www.craftsy.com

Benjamin, R. (January, 1987). Matisse’s “Notes of a Painter”: Critism, Theory, and

Context, 1891-1908 (Studies in the Fine Arts Criticism). Umi Research Pr.

Doherty, M. S. (May 01, 2008). Colored Pencil Techniques Related to Painting.

American Artist, 74

Gray, L. T. (2014). Colored Pencil Techniques. Retrieved on Nov 05, 2015 from
http://www.elfwood.com.

Haslinda Madon. (2010). HBAE1403 Menggambar. Open University Malaysia.

Selangor: Meteor Doc. Sdn. Bhd.

Kranzler, H. J. and Floyd, G. R. (Aug 01, 2013). Assessing Intelligence in Children

and
Adolescents: A Practical Guide. Guilford Press.

Lowenfeld, V. and Brittain, W. L. (1975). Creative and Mental Growth. U.S.A:

Macmillan

43
.
McTaggart, R. The Mission of the Scholar in Action Research. Retrieved on Nov, 05,
2015 from http://www.aral.com.au/whyar/McTaggart.pdf.

Rigdon, K. (2007). Line, Space, Shape and Form. University of Houston. Retrieved
on Nov 05, 2015 from http://www.uh.edu/class/theatre-and-dance/_docs/rigdon/

Steinberg, A. (2012). “Color Matters”. CP Colored Pencil Artists Magazine.

Retrieved on Nov 05, 2015 from
http://www.arlenesteinberg.com/Representation.htm

44
.

45
.

46
.

47
.

48