HANDWRITING IN TEACHING WRITING

Muh Syafei, Januarius Mujiyanto, Issy Yuliasri, Hendi Pratama

Abstract


This study, with 74 purposively assigned participants, evaluated the student’s perception of the use of handwriting in the Portfolio-Based Timed-Handwriting Model (PBTHM) implementation to teach composition at the English Education Department of Universitas Muria Kudus (EED of UMK). PBTHM consists of distinctive features, i.e. time limit, assigned topic, no assistance mode, handwriting mode, and fair play mode. All works are revised and compiled into a digital portfolio. The perceptional quantitative method was used to reveal the students’ perception of PBTHM implementation. The students’ perceptions of handwriting are 4.04 out of 5.00 which means the students have a very positive perception of the use of handwriting. Further studies may address the use of a qualitative approach to investigate the students’ voices on the use of handwriting in teaching writing with a wider target population. The use of handwriting on digital gadgets which is now possible must be important to investigate in this MDGs era.


Keywords


Perceptions; Handwriting; Teaching writing

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References


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