Teacher Strategies for Addressing Handwriting Difficulties Among Second-Grade Elementary School Students

Abstract

Handwriting skills are crucial for elementary school students, especially those in the lower grades. However, handwriting difficulties, such as legibility, fluency, and neatness, still arise in the classroom. The purpose of this study was to describe the various approaches teachers use to address handwriting difficulties faced by second-grade students at SDN Sidotopo IV Surabaya. This study used a qualitative methodology and was designed as a case study. The subjects consisted of five students experiencing handwriting difficulties and one second-grade teacher. The Miles and Huberman model was used to analyze the data; other data collection methods included documentation, interviews, and observation. The results showed that teachers who used methods such as providing clear lettering examples, repeated writing practice, and direct feedback successfully improved legibility, fluency, and neatness in some students. However, handwriting skill development was not uniform. Each student's fine motor development, writing habits, and level of accuracy influence differences in their handwriting abilities. Therefore, for optimal development of students' handwriting skills, more individualized guidance and ongoing practice are necessary.