17. preliminary study on haptic approach in learning jawi handwriting skills

H. Badioze Zaman et al. (Eds.): IVIC 2011, Part II, LNCS 7067, pp. 168–179, 2011. © Springer-Verlag Berlin Heidelberg 2011

Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills

Maizan Mat Amin, Halimah Badioze Zaman, and Azlina Ahmad

Institute of Visual Informatics, Universiti Kebangsaan Malaysia,

43600 Bangi, Selangor [email protected], {hbzukm,azlinaukm}@gmail.com

Abstract. This paper presents the findings of preliminary study on haptic approach in learning Jawi handwriting skills in the Malaysian educational setting. This paper explores current problems, teaching and learning methods used, frequent mistakes done by pupils, and related issues in learning Jawi handwriting skills. The results show that the current approach is too reliant on skills and presence of teachers in the learning and assessment process. The visual haptic approach can be considered as having a very promising potential to aid primary school pupils in teaching and learning Jawi handwriting skills. The results provide important input for future works on Haptik-Visual Jawi (HV-Jawi) application design and development.

Keywords: Handwriting skills, Jawi, Teaching and learning, Visual haptic, Visual informatics.

1 Introduction

Media and technology are constantly being introduced in schools as they are said to have a positive impact on teaching and learning. Reeves stated that there are two main approaches in using media and technology in schools [1]. First, students can learn “from” the media and technology such as computer-based instruction and integrated learning systems. Second, students can learn “with” the media and technology, which refers to the cognitive tools and learning environments based on constructivist approach.

The importance of use of computers and Information and Communication Technology (ICT) cannot be denied, as they have a great influence and potential to the world of education. Innovative teaching using various methods such as multimedia courseware, online teaching and learning resources, Internet, virtual reality [31][32], haptic technology, and many others is important for pupils to learn more intensively and to attract them to keep learning.

Visual haptic technology is part of visual informatics (another branch of ICT) that can be explored to be used by pupils in improving teaching and learning process [30]. Haptic systems have great potential and they can be applied in many fields such as simulation, teaching and learning aids, medical procedures and training, assistive and

Preliminary Study on Haptic Approach in Learning Jawi Handwriting Skills 169

rehabilitative devices, and scientific visualisations. Haptic systems and equipment are new additions to multimodal systems. For example, a combination of visual displays with haptic technology can be used to teach or train a person a task that requires hand-eye coordination, such as surgical operations, vessel operations, handwriting [2], [28] and learning [3], [4].

Several visual haptic applications have been developed for training or teaching and learning handwriting of various language characters such as for cursive Latin [5], [6], [7], [8], [9], Japanese [10], [11], [12], Chinese [13], [14], Arabic [12], Tamil [15] and Persian [16]. Yet, no study has been done on visual haptic application in Jawi script. For that purpose, a preliminary study was conducted to investigate the problems and related issues in the current process of teaching and learning Jawi handwriting skills. Subsequently, how haptic approach can help and the benefits of haptic approach are highlighted in this paper.

The remainder of this paper is organised as follows: Section 2 presents related works on advantages and potential of visual haptic technology in teaching and learning handwriting skills. In Section 3, the preparation of materials and methods for this preliminary study is discussed. Section 4 discusses the results of the preliminary analysis and Section 5 highlights our findings and potential future works.

2 Related Works

Several studies have shown that visual haptic technology can be extended and applied in teaching and learning writing skills for pupils between five to ten years old [7], [8], [2], [28], [29]. Figure 1 describes the conventional and haptic approach in learning handwriting skills. Hands-on learning or training method with the teachers will lead to reliance on teachers’ skills [14] and the learning process will take time [7], [17]. Meanwhile, practical writing according to the provided letter template makes pupils to be bored for repeating the same letters or words [14]. These conventional methods need a new approach to enhance the learning process and to reduce the reliance on teachers. With the haptic technology, teachers’ skills can be replicated in the teaching of writing skills. It can also decrease the time consumed and provide the equivalent opportunity for all pupils or trainees to learn under the same instructions [16].

The potential of haptic force feedback in controlling the movement of pupils to learn how to write correctly has also been proven [18]. Bluteau et al. conducted an experiment involving two Japanese alphabets and two Arabic alphabets to compare three training techniques of haptic guidance to analyse the criteria of speed (kinematic) and shape [12]. The findings showed that haptic guidance force feedback generally improved the smoothness of the trajectory tracking of a visual-manual. This guidance is important as pupils can be self-reliant and not to rely too much on teachers or classes. Besides, the pupils can learn at their pace and they can have their own self-advancement.

Bara et al. used a visuo-haptic and haptic exploration in the Latin alphabet exercises designed to develop phonemic awareness, knowledge of letters and related letter/sound in children aged 5 years on the understanding and application of the principle characters [8]. Study by Eid et al. also showed that combining haptic

170 M. Mat Amin, H. Badioze Zaman, and A. Ahmad

(a) Conventional approach (b) Haptic approach

Fig. 1. Conventional vs. haptic approach in handwriting skills learning

sensory modalities to enhance the ability to learn and a smooth writing letters in different languages: English, Chinese, Japanese, French and Arabic [17, 19]. On the other hand, Boroujeni and Meghdari reviewed the full haptic guidance mode and half haptic guidance mode for the Persia handwriting [16].

In addition, teachers are able to check pupils’ writings through the forms of the letters the pupils write. However, teachers are not able to assess the correct stroke order. Dix et al. explained that the most significant information in handwriting is not the forms but the stroke information [20]. Law et al. also reported the results of studies in Chinese characters where pupils often wrote letters in the wrong sequence and caused stroke production mistakes including missed stroke, overdone stroke, broken stroke, and connected stroke [21]. Tang et al. also developed a web system that contained Automatic Feedback and Analysis (AFA) tool that can check a few types of writing errors and provide useful feedback to the users [22]. However, the AFA tool did not use haptic technology but it used the animation template provided by the teacher. Meanwhile, a study by Wang et al. showed that the use of haptic feedback in Chinese calligraphy training system was proven to help in reducing the errors in writing and in improving writing speeds [14]. In this case, haptic technology can mimic the role played by teachers in teaching and evaluating the correct way of writing.

This study focuses on visual haptic approach as a potential teaching and learning aid in Jawi handwriting skills in the Malaysian educational setting. Jawi is a script derived from Arabic alphabets and it is adopted for the use of Malay language writing [27]. Jawi writing skills are essential to be acquired by all Muslim pupils to enable them to read and study in Islamic Education and to learn the language of the Al-Quran. Primary school pupils who are weak in Jawi subject should be the focus at early stage to ensure that no group is left behind in the national education system.

Pupils need to master Jawi, as the textbooks and examinations in the Islamic Education are developed using Jawi script [24]. A review by Nik Rosila has demonstrated that the mastery of Jawi skills among pupils is weak and it is significantly correlated with pupils’ achievement in Islamic Education [25]. This


situation is very worrying because the pupils will experience drop-out and it will be difficult for them to understand the syllabus in the higher Islamic Education. The failure or inability of some primary school pupils to acquire basic skills in Jawi is among the challenges in education today.

According to Vinter and Chartel, the problem of learning to write can be found in pupils, methods of teaching or interaction between them [23]. According to them also, some researchers have also questioned the contents of handwriting teaching method or time (period) allocated to teaching. Based on these literature reviews, a huge potential for haptic technology in education and the problems in teaching and learning handwriting skills have attracted this research to be conducted. Therefore, a preliminary study was conducted that focused on the current problems, teaching and learning methods used, frequent mistakes done by the pupils, and related issues in learning Jawi handwriting skills in the Malaysian schools. Then, the results that highlight the potential of haptic approach in teaching and learning Jawi handwriting skills are introduced.

3 Materials and Methods

This section describes the matters related to the method used in the preliminary study such as population and sampling, data collection procedure, and material design as well as measurement. For the purpose of this preliminary study, an approval to conduct this study was obtained from Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pelajaran Malaysia and Jabatan Pelajaran Negeri Terengganu.

Two-phase analysis was done to study the current problems and related issues faced by the pupils in learning Jawi handwriting skills. Phase one involves the teachers engaging in questionnaires and interviews with experts. Next, phase two involves observation in the classroom. This study involves mostly respondents from three primary schools. Three instruments were used in this study: one questionnaire (SKMJ) for teachers, one interview schedule named Skedul Temu Bual Dengan Pakar Rujuk (STBPR) for Jawi experts, and one observation checklist or Senarai Semakan Pemerhatian (SSPP) for pupils.

3.1 Questionnaire

The data of this study were collected by using personally administered approach. The data were collected using a pre-tested questionnaire that contained closed-ended questions, thus respondents were able to make quick response to choose among the listed options. The questions focused on problems in learning Jawi handwriting skills, frequent mistakes done by pupils in learning Jawi handwriting, and current methods in teaching and learning Jawi writing skills. The respondents were required to indicate their opinion using the five-point Likert scale where 1=strongly disagree, 2=disagree, 3=moderately agree, 4=agree, and 5=strongly agree on the statements given. Complete questionnaires were reviewed and the results were analysed using basic statistics, which is descriptive statistics.


3.2 Interview

Interview schedule named Skedul Temu Bual Dengan Pakar Rujuk (STBPR) was used to conduct the interview. In the interview session, the experts were given questions related to these three matters: Jawi teaching methods, current materials used, and disadvantages of current method of teaching and learning Jawi writing skills in particular. The results were analysed and summarised into a table.

3.3 Observation

Observation on pupils during their class in Jawi handwriting skills was carried out. The way of writing and mistakes made by pupils were observed accordingly by using observation checklist or Senarai Semakan Pemerhatian (SPP). Teacher was in the class to assist and highlight the mistakes done by pupils. Photographs and video recordings were also transcribed for the purpose of observation. Besides, the interaction between teachers and pupils was also observed and analysed.

4 Results

4.1 Questionnaires

In the present study, reliability of the questionnaires was measured using Cronbach’s coefficient alpha. This statistics reflects the consistency of respondents’ answers compared to all the items measured. A Cronbach’s alpha of 0.50 or greater is generally considered acceptable [26]. The closer Cronbach’s alpha to 1, the higher the internal consistency of the measure is. Table 1 shows that the Cronbach’s alpha exceeded the minimum requirements for reliability in all domains of the questionnaire.

A total of 14 teachers from three schools answered the questionnaires (see Table 2). Table 3 presents the respondents’ demographic profiles in details. The respondents who participated in this questionnaire were 85.7% female and 14.3% male. This study also indicated that 57.1% teachers involved in Jawi Subject and 42.9% of them involved in Jawi Remedial. For academic qualification, most of the respondents have degree (57.1%), 28.6% have certificate, and 14.3% have diploma. In term of years of service, 58.7% of the respondents have 1-10 years of experience in service, 28.4% have 11-20 years of experience in service, and 14.2% have 21 years and above of experience in service.

Table 1. Reliability analysis of the questionnaire

Category Items Cronbach’s alpha

Problems of learning the skills to write Jawi 6 0.607 Frequent mistakes made by pupils in learning Jawi handwriting skills

5 0.790

Methods of teaching and learning Jawi handwriting skills 5 0.910


Table 2. Involvement of the teachers from the selected schools

School No. of teachers

Percent (%)

A 7 50.0 B 3 21.4 C 4 28.6

Total 14 100.0

Table 3. Demographic profiles of the respondents

Category Items Frequency Percent (%) Gender Male

Female 2 12

14.3 85.7

Type of Jawi Class Jawi Subject Jawi Remedial

8 6

57.1 42.9

Academic qualification

Certificate Diploma Degree

4 2 8

28.6 14.3 57.1

Years of experience in teaching Jawi

0-10 11-20 21and above

8 4 2

57.4 28.4 14.2

The results pertaining to general problem faced by pupils in learning Jawi

handwriting skills are as shown in Table 4. The results reveal majority of the respondents agreed, the most common problem is that Jawi script is not a daily routine for pupils (mean=4.4). Then, this is followed by the conflict between Roman and Jawi writing ways (mean=4.1), and seldom read Jawi script (mean=4.1), and seldom write Jawi script (mean=4.0). The results also showed that the other common problems faced by pupils are they have less interest in Jawi (mean=3.8) and no prior knowledge or skills in writing Jawi (mean=3.6).

Table 5 presents the descriptive statistics for items related to the frequent mistakes done by pupils in learning Jawi handwriting. It shows that the most frequent mistakes done involves writing from left to right (mean=4.2) followed by writing incomplete form of letters (mean=4.1) and incorrect sequence of writing letters (mean=4.0). Other mistakes are inconsistent size of letters (mean=3.9) and reversal of letters or words (mean=3.9).

Table 4. General problems faced by pupils in learning Jawi writing skills

Problems Mean Conflict between Roman and Jawi writing ways 4.1 Seldom write Jawi script 4.0 Seldom read Jawi script 4.1 Jawi script is not a daily routine 4.4 No prior knowledge or skills in writing Jawi 3.6 Pupils have less interest in Jawi 3.8


Table 5. Frequent mistakes done by pupils in learning Jawi handwriting

Mistakes Mean Incomplete form of letters 4.1 Incorrect sequence of writing letters 4.0 Writing from left to right 4.2 Inconsistent size of letters 3.9 Reversal of letters or words 3.9

Table 6 describes the current methods in learning Jawi writing skills. The most

commonly used approaches are writing letter sketches in the right direction (mean=4.5), connecting broken lines of the letters or syllables of Jawi in the right way (mean=4.4), and sketching forms that are similar to Jawi letters in the right way (mean=4.3). Other approaches are rewriting from the examples provided (mean=4.1) and tracing letters in the order (mean=3.9).

Table 6. Current methods in learning Jawi writing skills

Learning methods Mean Sketching forms that are similar to Jawi letters in the right way 4.3 Writing letter sketches in the right direction 4.5 Rewriting from the examples provided 4.1 Connecting broken lines of the letters or syllables of Jawi in the right way 4.4 Tracing letters in the order 3.9

4.2 Interview

Interviews were conducted with five Jawi experts from a few institutions and experienced teachers in Jawi teaching. Table 7 summarises the results from the interview sessions. In the category of teaching methods, the two most commonly used methods in teaching Jawi writing skills are pupils repeatedly trained to learn to write Jawi and pupils learn through observation and imitate the way the teacher writes. Teachers also hold pupils’ hand to help them to write in the correct way. However, some experts commented that for those pupils who did not concentrate, they might just write by following the form of letters without considering the correct way and the sequence of writing the letters. Therefore, teachers can only assess based on the form of letters and not on the sequence of writing the letters.

The results also show that there is no courseware or tool developed specifically for learning handwriting skills. Some experts commented that it depends on teachers’ skills and initiatives to prepare the material for learning Jawi handwriting. Meanwhile, the respondents agreed that less emphasis on the correct way of writing Jawi is the main weaknesses of the current teaching and learning Jawi writing skills. They also highlighted that some teachers were only concerned on the output and not on the process in writing. Then, this is followed by teachers and pupils who do not write according to the Enhanced Jawi Spelling, and lack of skilled teachers to teach Jawi writing.


Table 7. Interview results on methods of teaching, materials for teaching, and current teaching and learning weaknesses in learning Jawi writing skills

Category Comments by Interviewees Methods of teaching Pupils repeatedly trained to learn to write Jawi

Pupils learn through observation and imitate the way the teacher writes Pupils’ hands are held by teachers to help them write in the correct way

Material of teaching No courseware or tool developed specifically for learning handwriting skills Teachers’ initiatives

Current teaching and learning weaknesses

Less emphasis on the correct way of writing Jawi Teachers were only concerned on the output and not on the process in writing Teachers and pupils do not write according to the Enhanced Jawi Spelling

Lack of skilled teachers to teach Jawi writing

4.3 Observation

Observations have been conducted on 12 seven years old pupils. They were Year One pupils from selected primary school. Table 8 shows the results of the observation. The mistakes made by most pupils are writing incomplete form of character (75%) and writing without following the correct sequence (75%). These are followed by mistakes of writing with inconsistent size of letters (58.3%). It was found from the observation that there were many mistakes made by pupils when writing mechanically. In addition, there were also pupils who were still confused between Jawi script and Iqra’. They

Table 8. Mistakes done by pupils based on observation

Pupil Incomplete

form of letter

Incorrect sequence of

writing letters

Write from left to right

Inconsistent of the size of

letter

Reversal of letters or

words 1 √ √ √ 2 √ √ 3 √ √ √ √ 4 √ √ √ 5 √ √ √ 6 √ √ √ 8 √ 9 √ √

10 √ √ √ √ 11 √ √ √ 12 √ √

Total 9 9 3 7 4 Percent

(%) 75.0 75.0 25.0 58.3 33.3`


added lines in the reading of Jawi like in Iqra’. The issue of right-handedness and left-handedness also influenced the pupils to write Jawi correctly, where left-handed pupils would find it hard to follow the right-handed teachers.

It was also found from the observation that the teachers had to keep repeating the instruction to ensure the pupils gained the skills needed. The pupils were reminded constantly by the teachers to write from right to left, about the form of the letters, and so forth. Some pupils had their hands to be held by the teachers to write in the correct way. Teachers also concentrated more to the weak pupils.

5 Discussions and Recommendations

From the analysis, it shows that the current practice in teaching and learning Jawi handwriting skills is teacher-reliant. Teachers’ skills and presence were essential in the process of learning Jawi handwriting. The teachers’ skills can be replicated using haptic technology to reduce the reliance of the pupils to the presence of teachers. Table 9 summarizes the current approach and the potential offerred by visual haptic approach.

Practices and repetition of Jawi writing activities with the right skills will help pupils better. The presence of teachers is important in the current learning and assessment of Jawi subject. Pupils learn from the mistakes done and corrected by the teachers. Haptic technology can be used to replicate teachers’ skills. Pupils can keep practicing without or less supervision from the teacher as the haptic application can be developed to guide and evaluate the learning of Jawi handwriting skill.

Teachers’ guide is very important at this stage to ensure that pupils master the basic skills in writing Jawi. The teachers’ guide can be replicated using a new tool such as haptic approach and it will be very helpful to the teachers and pupils. Visual haptic application can be developed in full guidance mode, half-guidance mode, and no guidance as implemented in current approach of learning Jawi.

Table 9. Summary of the current approach and potential offers by haptic approach

Conventional approach Haptic approach Practices With the help from teachers With the help from haptic devices Teaching methods

Teacher-reliant Visual-haptic application tool and self-reliant

Learning methods

Teachers hold pupils’ hands Dotted line, tracing Imitating teachers’ handwriting

Full guidance mode Half guidance mode No guidance

Assessment of mistakes

Teachers’ assessment Assessment by output

Haptic application’s evaluation Assessment by output or/and process of writing

Instructions

Teachers concentrate more to weak pupils

The haptic application provides equivalent opportunity for all pupils to learn under the same instructions

Advancement Group advancement Individual advancement


Pupils tend to do mistakes in learning Jawi writing as most of the characters in Jawi have various curvatures and forms. Besides, some Jawi letters have different forms according to their location at the start, middle, or end of word. Mistakes will be repeated if there is no guide and assessment from the teachers. Teachers can only assess by the output and not by sequences of writing, unless they are present at all time. By using haptic application, it can mimic the role played by teachers in assessing the correct way of writing.

An effort to help pupils in learning Jawi handwriting skills has prompted the researchers to develop a visual haptic application called Haptik-Visual Jawi (HV-Jawi). Based on previous works, visual haptic applications can be a good learning medium to support the learning of handwriting skills. It is expected that visual haptic application can enhance Jawi handwriting skills.

5 Conclusion

This research aims is to develop a visual haptic application called HV-Jawi to enhance Jawi handwriting skills for primary school pupils. The preliminary study with the purpose of acquiring data for software requirement specification (SRS) was conducted using various instruments such as SKMJ, STBPR, and SSPP. From the analysis, it shows that the current practice in teaching and learning Jawi handwriting skills is teacher-reliant. All the teachings and assessment need to be done with the presence of the teachers. Haptic approach is going to be introduced to replicate the teachers’ skills and to mimic the role of the teachers.

Previous studies have proven that visual haptic brings a lot of benefits in learning environment of the handwriting of other languages and scripts [12, 13, 14, 16, 19]. Therefore, visual haptic technology can be a promising application in the process of learning Jawi handwriting skills. The Haptik-Visual Jawi application (HV-Jawi) is going to be designed and developed based on the results of this preliminary study. The application expectantly attracts pupils to Jawi subject and they can pursue in Islamic Education subject more effectively.

Acknowledgements. This research is supported by the National University of Malaysia (UKM) under the grant of Projek Arus Perdana entitled Multi-Display Interactive Visualisation Environment on Haptic Horizontal Surface (Grant No: UKM-AP-ICT-16-2009) by the Institute of Visual Informatics. Their support is greatly appreciated. Special thanks to Ministry of Higher Education (KPT), Ministry of Education (KPM), and University of Sultan Zainal Abidin (UNISZA) for the help and support in this research. We would also like to thank the schools, teachers, pupils, and individuals who participated to this study.

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