02Jan 2019


  • Sk Rumah Essau, Sarawak.
  • Sk Kungkular, Sabah.
  • Sk KemTentera, Sabah.
  • Faculty of Education, Universiti Kebangsaan Malaysia (UKM).
Crossref Cited-by Linking logo
  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

Writing lessons are often perceived as boring and difficult for the young learners. The pupils found words were difficult to be comprehended easily. Previous studies showed that young learners understand better through the use of visual aids. The wide usage of pictographs of faces, objects and symbols known as emojis in electronic messages has seemed to gain attention. Instead of using emojis to express emotions and ideas, this innovation attempted to improvise its use for writing lessons. Therefore, this action research aimed to explore the effectiveness of using emojis in improving narrative writing among Year 4 pupils. The samples consisted of 35 pupils with low level of English language proficiency selected from three primary schools located in Bekenu, Sarawak; Tenom and Sandakan, Sabah in Malaysia. Data was collected and triangulated both qualitatively and quantitatively using pre-test and post-test, questionnaire and interviews. Then, the interview and questionnaires were tabulated while the pre and post-tests results were analyzed using inferential statistics. It was found in the results that the pupils enjoyed the writing lessons and able to write better sentences. In conclusion, the intervention of using emojis in a modular approach found to be effective in improving narrative writing for low English language proficiency to certain extent.

  1. Abraham, A. (2015): Action researching power in an ESL and academic writing classroom.QualitativeResearch Journal, 15(2), 155-165.
  2. Ajayi, L. (2008): Meaning-making, multimodal representation, and transformative pedagogy: An exploration of meaning construction instructional practices in an ESL high school classroom. Journal of Language, Identity, and Education, 7(3-4), 206-229. https://doi.org/10.1080/15348450802237822
  3. Berkel, V. A. (2004): Learning to spell in English as a second language. IRAL, 42, 239-258.https://doi.org/1515/iral.2004.012
  4. Clay, M. M. (2001): Change over time in children?s literacy development. London: Heinmann Educational Books.
  5. Danesi, M. (2017). The semiotics of Emoji: The rise of visual language in the age of the internet. London: Bloomsbury PusblishingPlc.Fischer, C. (2003): Writing systems. An introduction to their linguistic analysis. Cambridge:Cambridge University Press.
  6. Halwani, N. (2017): Visual Aids and Multimedia in Second Language Acquisition. English Language Teaching, 10(6),53-56. Available: ISSN 1916-4742.
  7. Haq, F. S., Maarof, N. & Musa, R. R. M. F. (2001). Masalahpenulisannaratif di kalanganpelajarsekolahmenengah [Problems in narrative writing among secondary school students]. JurnalPendidikan, 2, 3-26.
  8. Lo, S. K. (2008). The nonverbal communication functions of emoticons in computer-mediated communication. CyberPsychology& Behavior, 11(5), 595-597.
  9. Noriati A. R., Boon P. Y. & Wong K. W. (2010): AsasKepimpinandanPerkembanganProfesional Guru. Selangor: Oxford Fajar.
  10. Stark, L. & Crawford, K. (2015): The Conservatism of Emoji: Work, Affect, and Communication. Social MediaSociety. 1(2), 1-11. https://doi.org/10.1177/2056305115604853
  11. Said, N. E. M., Yunus, M., Doring, L. K., Asmi, A., Aqilah, F., & Kwan, L. S. L. (2013). Blogging to enhance writing skills: A survey of students? perception and attitude. Asian Social Science, 9(16), 95-101. http://dx.doi.org/10.5539/ass.v9n16p95
  12. Subashini, A &Sobihatun, N. A. S. (2017): Undergraduates? Interpretation on Whatsapp Smiley Emoji. Universiti Utara Malaysia. Malaysian Journal of Communication. 33(4), 89-103.
  13. Staden, V. A. (2011): Put reading first: Positive effects of direct instruction and scaffolding for ESL learners struggling with reading. Perspectives in Education, 29(4), 10-21.
  14. (2015): SwiftKey Emoji Report. United State: TouchType Limited.Tigwell, G. W., & Flatla, D. R. (2016): \"Oh that\'s what you meant!\": Reducing emoji misunderstanding. Proceedings of the 18th InternationalConference on Human-Computer Interaction with Mobile Devices and Services Adjunct (pp. 859-866). New York.
  15. Tindal, G. A., & Marston, D. B. (1990): Classroom-based Assessment: Evaluating Instructional Outcomes. Ohio: Merril.
  16. (2017): The state of the world?s children: Children in a digital world. New York, NY: United Nations Children?s Fund (UNICEF).
  17. Yunus, M. M., & Salehi, H. (2012): The effectiveness of Facebook groups on Teaching and Improving Writing: Students? perceptions. Journal of Education and Information Technologies, 1(6), 87-96.
  18. Yunus, M. M., Salehi, H., &Chenzi, C. (2012): Integrating social networking tools into ESLwriting classroom: Strengths and weaknesses. English Language Teaching, 5(8), 42-48.http://dx.doi.org/10.5539/elt.v5n8p42
  19. Yunus, M. M, Saleh, H. & and Embi, M.A. (2012): Effects of Using Digital Comics to Improve ESL Writing. Research Journal of Applied Sciences, Engineering and Technology, 4(18): 34-62. Yunus, M.M &Salehi, H. (2012). Tumblr as a Medium to Improve Students? Writing Skills. Journal of Applied Sciences Research, 8(1): 383-389.
  20. Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students? Experience of Using Storybird in Writing ESL Narrative Text. Creative Education, 7, 2107-2120. http://dx.doi.org/10.4236/ce.2016.715210.

[Grissilla Sarawa Anak Francis Drahman, Claressa Joachim, Syaneezah Binti Mohd Rahim, and Melor Md Yunus. (2019); USING EMOJIS IN IMPROVING NARRATIVE WRITING. Int. J. of Adv. Res. (1). 220-226] (ISSN 2320-5407). www.journalijar.com

Melor Md Yunus


Article DOI: 10.21474/IJAR01/8316       DOI URL: http://dx.doi.org/10.21474/IJAR01/8316

Share this article