USING THE SIGHT AND TOUCH TECHNIQUE TO

IMPROVE YEAR 2 WAWASAN PUPILS

DIAGONAL LETTER FORMATION

NAME OF SUPERVISEE

This action research is submitted as part of the requirements for

Bachelor of Teaching with Honours
Teaching of English as a Second Language (TESL)
Primary Education

INSTITUT PENDIDIKAN GURU

KAMPUS IPOH

NOVEMBER 2014

DECLARATION OF ORIGINAL WORK

This is to certify that this action research report writing entitled,

________________________, submitted by name of student in partial fulfilment
of the requirements for Bachelor of Teaching with Honours Teaching of English as a
Second Language (TESL) Primary Education comprises only my original work and
all references quoted in ethical standards.

Signature

: ..

Author

: NAME OF SUPERVISEE

Date

: 12th NOVEMBER 2014

VERIFICATION OF SUPERVISOR

This is to certify that this action research report writing entitled,

________________________, submitted by name of student in partial fulfilment
of the requirements for Bachelor of Teaching with Honours Teaching of English as a
Second Language (TESL) Primary Education, is a record of the candidates own
work carried out by her/him under my supervision.

Signature

Supervisors name :

Date

ACKNOWLEDGEMENT

I would like to express my appreciation to _______________ for her

guidance that had led me to complete this action research successfully. She shared all
the knowledge that she knew about penmanship to help me in solving some of the
difficulties that I had while completing this action research. Moreover, she also
helped me by providing many helpful suggestions for improvement in my action
research after reading all my drafts.
On the contrary, I would like to thank all my classmates and friends who had
given me good support by sharing their thoughts and ideas regarding this topic.
Finally, I will never ever forget my family members who had helped me by
giving me moral support and some guidance through the completion of this task. I
will always appreciate all the encouragement and moral support that were given to
me.

ABSTRAK

Penyelidikan tindakan ini dijalankan untuk menilai sejauh manakah keberkesanan

penggunaan penglihatan dan sentuhan dalam meningkatkan pembentukan huruf
murid Tahun 2 Wawasan. Responden dalam kajian ini terdiri daripada 10 murid dari
Tahun 2 Wawasan yang membentuk 2 daripada 5 atau 3 daripada 5 huruf diagonal
dengan cara yang salah. Data dikumpulkan melalui ujian pra dan ujian pasca. Hasil
analisis data mendapati bahawa seramai 10 responden mencapai peratusan yang lebih
tinggi dalan ujian pasca berbanding ujian pra. Terdapat 6 responden yang mendapat
100 % dalam ujian pasca. Keputusan kajian menunjukkan bahawa penggunaan
penglihatan dan sentuhan berkesan untuk meningkatkan pembentukan huruf Tahun 2
Wawasan murid.

ABSTRACT

The purpose of the study was to determine the effectiveness of sight and touch to
improve Year 2 Wawasan pupils letter formation. The respondents consisted of 10
pupils from Year 2 Wawasan who formed 2 out of 5 or 3 out of 5 diagonal letters
incorrectly. The data of this study was collected using pre-test and post-test. The
results showed that 10 pupils achieved higher percentage in the post-test as compared
to the pre-test. There were 6 respondents who obtained 100 % in the post-test. The
results of the study showed that the use of sight and touch was effective to improve
Year 2 Wawasan pupils letter formation.

CONTENTS
Pages
DECLARATION OF ORIGINAL WORK

VERIFICATION OF SUPERVISOR

ii

ACKNOWLEDGEMENT

iii

ABSTRAK

iv

ABSTRACT

LIST OF TABLES

vi

LIST OF FIGURES

vii

1.0

INTRODUCTION
1.1 Introduction
1.2 Reflection of Teaching Experiences
1.2.1
Sekolah Kebangsaan St Michael I, Ipoh
1.2.2
Sekolah Kebangsaan Dato Ahmad Said Tambahan, Ipoh
1.2.3
Sekolah Kebangsaan Ayer Puteh, Taiping
1.2.4
Conclusion
1.3 Related Theory / Literature
1.3.1
Review of Related Theories and Models
1.3.2
Review of Related Research
1.3.3
Conclusion

1
1
2
2
3
5
7

FOCUS OF INVESTIGATION / ISSUE OF CONCERN

12

2.1
2.2
2.3
2.4
2.5

12
15
17
18
18

2.0

Problem Statement
Preliminary Investigation
Analysis of Preliminary Investigation
Criteria of Selection
Definition of Terms

7
9
11

3.0

OBJECTIVE/RESEARCH QUESTIONS

19

3.1
3.2

19
19

Objective
Research Questions

4.0

TARGET GROUP / PARTICIPANTS

20

5.0

ACTION

21

5.1

21
23
23
25
26
27
27
27
28
28
29

5.2

6.0

7.0

8.0

Procedure of Action
5.1.1
Pre-Test
5.1.2
First Intervention / Fingerprint Letters
5.1.3
Second Intervention / Pin Pin Pin
5.1.4
Third Intervention / Colourful Letters
5.1.5
Post-Test
Data Gathering Methods
5.2.1
Pre-Test and Post-Test
5.2.2
Observation Checklists
5.2.2.1
Observation Checklist during Interventions
5.2.2.2
Observation Checklist from Videos

DATA ANALYSIS AND INTERPRETATION

30

6.1
6.2
6.3

30
39
47

Pre-Test and Post-Test

Items of Observation Checklist during Interventions
Items of Observation Checklist from Videos

FINDINGS

53

7.1
7.2

53
54

Research Question 1
Research Question 2

SUGGESTIONS FOR FURTHER RESEARCH

56

REFERENCES

58

APPENDICES

61

A
B

:______________________________________________
: _____________________________________________

62

LIST OF APPENDICES

Appendix

Pages

Checklist of Preliminary Investigation

61

Pre-Test and Post-Test

65

Observation Checklist for First and Second Interventions

67

Observation Checklist for Third Intervention

68

Checklist for Pre-Test

69

Checklist for Post-Test

70

LIST OF TABLES

Table
1

Pages
Difference on Percentage of Pupils Forming Wrong Letters in

17

Four Groups
2

Difference between Pre-Test and Post-Test of Letter k

31

Difference between Pre-Test and Post-Test of Letter v

33

Difference between Pre-Test and Post-Test of Letter w

35

Difference between Pre-Test and Post-Test of Letter x

37

Observation Checklist for First Intervention

39

Observation Checklist for Second Intervention

44

Observation Checklist for Third Intervention

46

Observation Checklist for First Intervention from Video

48

10

Observation Checklist for Second Intervention from Video

50

11

Observation Checklist for Third Intervention from Video

52

LIST OF FIGURES

Figure

Pages

Difficulty in Forming Letter e

Difficulty in Forming Letter x

16

Formula of Counting the Percentage of Pupils Forming Wrong Letters

17

Methods of Implementation

21

Four Stages of Lewins Model

22

Formula of Counting the Number of Correct Letter Formation

30

Bar Chart on Difference between Pre-Test and Post-Test of Letter k

32

Bar Chart on Difference between Pre-Test and Post-Test of Letter v

34

Bar Chart on Difference between Pre-Test and Post-Test of Letter w

36

10

Bar Chart on Difference between Pre-Test and Post-Test of Letter x

38