The Use of Colourful Semantics in Improving Sentence Writing Skills among Level One Pupils

Abstract

Developing strong sentence writing skills from an early age is crucial for effective communication and language mastery. However, many primary school pupils in Malaysia struggle with constructing grammatically correct and meaningful sentences in Malay. This paper examines the use of the colourful semantics approach as a strategy to enhance Malay language sentence writing skills among Level One pupils. Although previous studies have demonstrated the effectiveness of this approach in English language instruction, its application in Malay language teaching remains largely unexplored. Drawing on scaffolding theory, cognitive load theory, and visual learning theory, this paper analyses how colourful semantics—which employs colour-coding, symbols, and visual representations—can address specific challenges in sentence construction among young learners. Additionally, the paper explores factors influencing sentence writing skills, such as limited vocabulary, grammar proficiency, attitudes, and understanding of stimulus materials. Strategies like the SKOP and SALAK techniques for constructing correct sentence structures are also examined. By integrating theoretical foundations with practical instructional strategies, this study offers valuable insights for educators seeking effective methods to develop pupils' sentence writing competencies from an early age, ultimately fostering stronger language skills and communication abilities essential for academic and personal success.