REPORT OF FUNCTUATION

FUN-TUATION LANGUAGE CAMP

Munira Binti Abd Rahman, Noraini Bt Md.Said, Nor Syazliana Binti Sharifuddin,
Sally Sia Yin Yin, Siti Hanisah Binti Abdul Rahman

INTRODUCTION

Punctuations have a crucial role in language learning especially in written English. In
writing, punctuation is used to imitate speech. According to online Oxford Advanced Learner's
Dictionary, punctuations are the marks used in writing that divide sentences and phrases or the
system of using these marks. Different punctuation signs are used in various contexts, but they
all work to make the message clear. Additionally, to support the argument and bring the text
together. As a result, when punctuation is absent or used incorrectly, the writer and the reader
risk misinterpreting the intended meaning and being overwhelmed. Suliman et.al (2019) agrees
that punctuation is seen as a signal that helps the reader follow the text and understand it.
When we speak, we normally express our message through voice projection, body language,
and even gestures. Likewise, punctuation is another helpful skill to utilise in writing to ensure
that a phrase is conveyed correctly. According to Thai (2021), correct punctuation is an essential
component of good writing. In the ESL context of Malaysia, pupils have been exposed to
punctuation since year one and taught throughout primary school level, however pupils often
struggle with it when they are writing. Primary pupils face problems while using capitalization
appropriately (Hajar, 2019). Pupils often misused the punctuation marks which includes
capitalization, question marks, full stop, commas and apostrophe. Teachers must therefore use
creativity when deciding on teaching and learning methods to address punctuation issues so
that pupils can use it correctly in their writing. The next creative endeavour aims to embrace this
idea.

PROBLEM STATEMENT

Teachers frequently complain about punctuation issues among English students. They
frequently make punctuation errors because they do not consider it to be one of the most
important aspects of writing. According to Fatma Suliman (2019), if a piece of writing contains all

of the information that it requires, and all of the information can be found with incorrect
punctuation, the reader will be confused and will have difficulty understanding the message. As
a result, it is critical to overcome the problem of punctuation so that a message or information
can be understood clearly. As English language teachers in Malaysia, we have observed that
our primary school pupils share one common problem in learning English, i.e.writing simple
sentences as the pupils’ sentences often do not adhere to the punctuations rule. This will cause
issues particularly in writing compositions as punctuation errors can be penalised. The following
are some samples of the pupils’ writing.

FIGURE 1.1 Sample of pupils’ writing ( Year 2)

FIGURE 1.2 Sample of pupils’ writing ( Year 3)

FIGURE 1.3 Sample of pupils’ writing ( Year 3)

Figure 1.1, Figure 1.2 and Figure 1.3 shows that the sentences do not adhere to punctuation
rules. Capitalization and punctuation of the sentences were not used correctly.

Shahzad (2022) states that punctuation plays an important function in helping readers
understand the meanings of written text. Hence, the primary objective of this project is to help
pupils write sentences using the punctuation rule accurately by organising a fun interactive
Language Camp which will focus on some of the punctuation rules. The Language Camp will
have stations that focus on some punctuation rules the pupils need to master. Pupils will move
from station to station to learn more about each punctuation in an interactive game setting.

THE UNDERLYING THEORIES
Cognitivism

“Cognitive theories stress the acquisition of knowledge and internal mental structures and, as
such, are closer to the rationalist end of the epistemology continuum” (Bower & Hilgard, 1981).
The conceptualization of students' learning processes is a key component of cognitive theories.
It deals with topics relating to how the students’ mind organises, stores, and retrieves
information. Hence, our Functuation module applies this theory where pupils generate new
ideas and concepts based on their past and present language knowledge via the language
camp. The pupils are required to select information and make decisions in order to complete
their task in each station during the language camp.

Social-constructivism theory

Besides, our designated module also manifests the application of social-constructivism theory.
Social-constructivist theory is a theory where it emphasises the social context of learning where
knowledge is constructed and developed through interaction. According to Vygostsky (1981),
learners employ a language and a cultural tool to assist them to exchange their needs, wants,
and replies during social contact. Therefore, Vygotsky’s social-constructivism theory aids in
promoting interpersonal interaction via the Functuation Learning Module through English
Language Camp. The learners acquire knowledge and rule in applying correct punctuation

through the interaction with others via station games. In this study, “Functuation” module is a
designated module that consists of fun and engaging pupil-centred activity where the
teacher-student interaction and peer interaction serve the purpose of their language
development.

STRATEGIES & IMPLEMENTATIONS

Recognizing the significance of this, an informal learning environment should be created
to teach pupils about the proper use of punctuation in their writing. The informal circumstances
were created with the goal of creating a fun English learning environment. Hence, it will create
intrinsic motivation for the pupils involved. This is consistent with Printer's (2019) assertion that
fun and varied activities will motivate EFL learners. Camp-style activities are best because they
can be done indoors or outdoors, and the number of students can be controlled in addition to
being enjoyable. In addition to using the immersion method, it is hoped that participants will be
able to master punctuation skills that will eventually be used in their daily lives. Tomoka Noguchi
(2019) proved this claim in a study involving 50 EFL students at a Japanese university.
Participants' perceptions of learning English improved as a result of the 5-day camp. As a result,
it can be assumed that informal learning can pique students' interest, and the researcher has
chosen activities in the form of a camp because it is thought to be ideal for accomplishing this
goal.

The title ‘Fun-tuation’ was chosen by the researchers because it combines the concepts
of fun and punctuation, and it is also considered catchy. Functuation camp was held over 2
weeks period in October in 5 different schools In Selangor and Melaka. It involved Year 2,3,4,5
and 6 students, who were from the researcher's own school. The researchers thought that it is
critical to help students master punctuation in the primary school level, and it is regarded as a
starting point for improving writing skills among ESL students.

During the camp, there were five stations provided with various different activities
involving the application of capital and small letters, full stop, question mark and apostrophe.
The first station, "Captain Mints," aimed to teach camp participants how to use capital letters.
The word "MINTS" is an acronym that assisted students in remembering capital letter rules.
Students must work in groups to complete the Capitalization Hunt using the acronyms taught.
The second station was called "Move with Mr Q and Miss F," and it introduced students to the

use of question marks and full stops. Participants were instructed to place a question mark or a
full stop on the sentences read aloud by the teacher at the station. This movement not only
benefited kinesthetic intelligence, but it also entertained the participants.

The third station was called "Comma Hunt," and it required participants to work together
to find hidden commas around them and correctly place them in simple sentences. This activity
not only promoted mastery learning, but also allowed students to apply what they have learned
to movement activities. The next station was "Apostrophe Flip," and its goal was to help
students understand how to use apostrophes correctly. Each student was given an envelope
containing ten questions written on picture puzzles, which they had to solve. The final station,
"Fishing My Punctuation," required campers to complete a paragraph of passage with the
correct punctuation. They were ecstatic when they were told to "fish" for the correct punctuation
symbols in order to complete the mission at this station. This station was essentially a recap of
the previous four stations they visited. Essentially, after students completed activities at each
station, they were given worksheets as an introduction to the activities they would complete at
the next station. As a result, it could assist students in predicting the activities they would
engage in.

Details about Functuation have been formulated in the table below:

No Name Objective Activities

1 Captain MINTS Pupils will be able to remember the rules Pupils memorise the
of capitalization and properly sort them Capitalisation formula
based on Captain MINTS. using “MINTS” and
complete
Capitalisation Hunt.

2 Move with Mr Q Pupils will be able to do the action of a Pupils work together

and Ms F question mark or full stop at the end of to do the action

the sentences given. indicating a question

mark or full stop to

end the sentences

shown.

3 Comma Hunt Pupils will be able to place comma(s) in Pupils work together
10 sentences to indicate a pause and to find hidden
separate items in a series. commas around them
and place them in
simple sentences

correctly.

4 Apostrophe Flip Pupils will be able to place the Pupils have to flip and
apostrophe in ten sentences correctly
and construct three sentences using rearrange the picture
correct apostrophe
puzzles into a

complete picture

while they answer

each of the questions

about apostrophes.

5 Fishing My Pupils should be able to complete a Pupils have to “fish”

Punctuation simple text with correct punctuations the correct

punctuation to

complete a short

passage

STRENGTHS & LIMITATIONS

Fun-tuation has been developed to improve learners’ understanding in using
punctuation. Fun-tuation exhibits the English Camp concept where pupils will move from one
checkpoint to another checkpoint to complete their task. Fun-tuation has four checkpoints that
encompass four different activities to strengthen pupils’ understanding in punctuation. Pupils will
learn about comma, apostrophe, fullstop, and capitalisation at every checkpoints with different
interesting activities to capture children’s attention.

However, there are three limitations that have been identified during the development
and implementation stage. The first limitation is the number of participants involved in the
activity. Fun-tuation has been conducted in five primary schools and all of them are from daily
schools encompassed in three different states; Melaka, Sarawak and Selangor. In the future,
Fun-tuation can be conducted in other schools in every state as the activities are fun and
intriguing. A larger participation from the school children is preferable to see how effective
Fun-tuation is. The second limitation is the number of activities at each checkpoint. There is an
activity at each checkpoint where the children will learn about each punctuation and then they
need to complete the given exercises. The checkpoints can be added up to eight checkpoints
where the pupils can learn more on the punctuation. On the other hand, if the checkpoints are to
be maintained, the number of exercises can be added to suit the pupils' levels; advance,
intermediate and the weak learners. The third limitation is the lack of feedback given to the

pupils after they have completed the task at each checkpoint. Teachers can provide adequate
feedback to the pupils, especially to the weak learners so that they can improve themselves in
the future. These limitations can be improved for betterment in the future.

Regardless of the limitations, Fun-tuation has a few strengths that can be highlighted
here. The first strength is the eye-catching activities at every checkpoint. Each activity has been
chosen to attract learners’ attention as they will learn better when they are attracted to their
learning. Pupils can understand better only when they are interested to learn, thus the activities
serve the purpose to motivate and engage learners with their learning. Besides that, Fun-tuation
can be conducted in the classroom and also outside the classroom depending on the teachers.
Teachers can have in class activities or they can combine all classes for each level and conduct
it like the English Camp. Other than that, it suits all levels from Year 1 until Year 6. Fun-tuation
can serve the purpose to strengthen pupils' knowledge on using the correct punctuation; thus
making it suitable to be used at all levels. Each step to conduct the activities at every checkpoint
is explained thoroughly for teachers’ references. They help to guide teachers on how to
conduct the activities with the provided steps and teaching materials. Teachers easily prepare
the materials with minimum costs but the materials are interesting enough to be used for fun
learning activities.

RECOMMENDATIONS & CONCLUSION

Fun-tuation is indeed a versatile module that could be adapted into various settings to
suit the pupils’ different levels and needs. Whether it is a rural or urban school, this module can
be used in various ways, with some adjustments in terms of the materials and delivery. It can
also be targeted to different years, as punctuation is taught since Year 1, yet many older pupils
still struggle to use correct punctuation in writing. The implementation of this module in five
schools has allowed the researchers to reflect on the limitations and strengths, which have been
discussed earlier. Based on the discussion, the researchers could offer several
recommendations to help teachers or other researchers to further develop this module in the
future.

The first recommendation is to add a time frame for each activity in the module. Every
station in the module offers a different activity that requires different time allocations. With a time
frame provided in the module, the teachers could plan the camp precisely by adding up the time

for each station, briefing, and closure. This, however, would also depend on the approach taken
by the teachers in implementing Fun-tuation. If a virtual approach is chosen, the activity would
require less time. However, if the activity takes on a treasure hunt format where pupils need to
move in a larger area physically, this activity would take approximately two hours. The
researchers also recommend the inclusion of a map to display the flow of the whole activity. The
rationale of this idea is to maximise the pupils’ role in navigating themselves through the
stations with minimal help from the teachers. One of the schools which had implemented this
module came up with this intervention, where each group was given a different map. This map
guided the pupils to move to their respective stations promptly. Once they have completed their
task, the teacher at the station will put on their signature and comments on the map. Hence, at
the end of the camp, these comments could help the organisers to rank the groups’
performance accordingly.

In closing, Fun-tuation is a meticulously designed module that has proven to be able to
help pupils learn, practice, and assess their punctuation knowledge and skill. By compiling the
procedures and materials systematically, carrying out a fun and engaging pupil-centred activity
is now a breeze. The researchers hope that this module would reach more schools and benefit
more pupils and teachers, so as to make ESL teaching and learning fun and motivating.

REFERENCES

Burrell, A. & Beard, R. (2022). Playful punctuation in primary children’s writing. British
Educational Research Journal, 48, 896– 914.

Garhani, B C & Supriyono, Y (2021). EFL Learners’ Motivation In English Camp Setting:
Self-Determination Theory Perspective. Journal of Teaching and Learning English
iMulticultural Contexts (TLEMC), 5(1), 45-60

Hajar, S. (2019). Weaknesses and Solutions of Students in Writing Descriptive Text.

Universitas Negeri Makassar.

Noguchi, T. (2019). The Impacts of an Intensive English Camp on English Language Anxiety

and Perceived English Competence in the Japanese EFL Context. Journal of
Pan-Pacific Association of Applied Linguistics, 23(1), 37-58

Punctuation. (n.d). In Online Oxford Dictionary Retrieved from

https://www.oxfordlearnersdictionaries.com/definition/english/punctuation?q=punctuation

Shahzad, M. W., Basit, I., Quratulain, S. A., Mehmood, U., & Batool, U. (2022). Status Of

Teaching English Regarding Effective Writing Skills At Elementary Level: Problems And
Factors.

Suliman, F et al (2019). Importance of Punctuation Marks for Writing and Reading

Comprehension Skills. Faculty of Arts Journal, Issue:13 June 2019, 29-53

THÁI, H. (2021). Problems With The Use of Punctuation Marks of English-Majored Students at
Industrial University of Ho Chi Minh City and Suggestions. HỘI NGHỊ KHOA HỌC TRẺ
LẦN 3 NĂM 2021 (YSC 2021), 13.

Appendix : English Language Camp Conducted in Melaka

ABOUT THE AUTHORS

Munira binti Abd Rahman is an English teacher in SK Jalan
Datuk Palembang, Melaka. Currently pursuing her master’s
degree in TESL at UKM, she has five years experience in
teaching. She is actively involved in JPN Melaka’s
programmes, as the state’s coordinator of Secondary
School Short Film competitions, judge for various English
co-academic competitions and Melaka Tengah District
Facilitator for Year 4 CEFR cascading course. It is her
passion to develop and share teaching and learning
materials to benefit Malaysian ESL teachers.

Started working at SK Merlimau 1, Melaka in 2005, Noraini
bt Md Said is a bachelor's degree graduate in
communication from Universiti Sains Malaysia, Penang.
She later obtained a Diploma in TESL from the
Temenggung Ibrahim Teaching Institute.Currently, she is
serving at SK Seri Kundang Rawang and was appointed as
a Guru Cemerlang in 2016. She is also actively involved as
the Selangor State Lead Coach in NILAM at the national
level and is also one of the Gombak District Lead
Coaches.In addition to being one of the chief examiners in
UPSR for 15 years, she has also been a national level
UPSR English answering technique speaker from 2008 to
2020.

Nor Syazliana Binti Sharifuddin is currently teaching in SK
Kem Terendak 1, Melaka with six years of teaching
experience. She is actively involved with JPN Melaka as
one of the judges for Temasya Bahasa (English Level) for
the district and state levels under story telling competition,
poetry writing and poetry recitation competition, and choral
speaking competition since 2020. She is also a former
master trainer for CEFR Year 4 and currently received
training from the Ministry of Education for the items
building. She is also one of the state facilitators for Melaka
under CEFR Year 4 Cascading Course. She is currently
pursuing her master's degree at National University of
Malaysia also known as UKM.

Sally was born in 1994 in Sarawak, Malaysia. She is an
English teacher at SK Melayu Pusat, Limbang, Sarawak.
She has 5 years of experience teaching both lower and
upper primary pupils. She was appointed as facilitator for
the Professional up-skilling of English Language Teachers
(Pro-ELT) in 2021. She was also a former facilitator
(national level) in Cascading CEFR Year 4 in 2018. She is
currently pursuing her Master's degree in TESL at Universiti
Kebangsaan Malaysia (UKM).

Siti Hanisah binti Abdul Rahman is an English teacher with
five years of teaching experience. She is teaching English
as the Head of English Panel at SJKC Pay Teck, Melaka.
She is currently pursuing her Master’s degree in TESL at
Universiti Kebangsaan Malaysia (UKM). She’s passionate
to provide an English immersive learning environment to
improve pupils’ English language proficiency.