The Use of Fine Motor Skill interventions in Improving Kindergarten Pupils' Writing Abilities in Putingkahoy Elementary School

Abstract

INTRODUCTION

In the modern teaching and learning process, written communication plays an essential role in expressing one's self. The ability to articulate oneself through the written word provides opportunity to share their knowledge in a meaningful and effective way. The development of written skills enables the learners to learn how to compose ideas, organize their thoughts and arguments, support key points and share information.

METHODS

The study will employ a type of quasi-experimental research design called "One-Group Pre-test -Post-test Design”. Often new teaching strategies or intervention are toted as effective practices in studies that measured one group with a pre-test, implemented a treatment manipulation, and then measured the same variable, as was measured with the pre-test, with a post-test (Cohen, et al., 2007.

RESULTS

After giving interventions on fine motor skills, alphabet fluency task gained an increase of 14.26% from 7.47 to 21.73. With regard to writing skills, there is 19.23% of increase. In writing fluency, the result suggests to provide specific focus on writing letter b, d, g, p, q, and z. The comparative analysis between the results of the pre-test and post-test yields a significant difference.

DISCUSSIONS

The results of the alphabet fluency task administered among pupil respondents (pre-test) reveals the need for an intervention to help improve the writing skills of thirty kindergarten pupils also identified with underdeveloped motor skills; That the application of fine motor skills intervention shows big improvement on pupils writing skills based on post-test results.