STUDY OF EFFECTIVENESS OF VARIOUS ACTIVITIES ON STUDENTS

ACADEMIC ACHIEVEMENT IN ENGLISH GRAMMAR

CLASS VIII OF AN ENGLISH MEDIUM SCHOOL
ACTION RESREACH SUBMITTED TO YASHWANTRAO CHAVAN
MAHARASHTRA OPEN UNVERSITY COURSE: DIPLOMA IN SCHOOL
MANAGEMENT
RESEARCHER
MRS. INAMDAR TEHERA RIYAZ AHMED
GUIDE
MS. RAMESHWARI SHENDE
CENTRE
ARIHANT COLLEGE OF EDUCATION
PUNE
ACADEMIC YEAR 2013-14
SELF-DECLARATION
I, M!. I"#$%# T&'&# R()#* A'$&% enrolled DSM Course in the year 2013-14 in
the Yashwantrao Chavan Maharashtra Open niversity, de!lare that this resear!h has
"een !o#pleted "y #e with the help o$ re$eren!es $ro# various "oo%s on edu!ation and
resear!h, various "oo%s on &n'lish (ra##ar and $ro# the internet)
P+#,& : P-"& D#.& : A/(+
R&!&#,'&
M!. I"#$%# T&'&# R()#* A'$&%

GUIDE CERTIFICATE
*his is to !erti$y that M!. I"#$%# T&'&# R()#* A'$&% has !o#pleted
her +!tion ,esear!h on the *opi! -S.-%) O0 E00&,.(1&"&!! O0 V#(2-!
A,.(1(.(&! I" E"3+(!' G#$$#4 C+#!! VIII O0 A" E"3+(!' M&%(-$
S,'22+5. *o !o#plete this resear!h, she has ta%en #y 'uidan!e and
!o#pleted the resear!h under #y 'uidan!e and supervision)
P+#,&: P-"&
D#.&: A/(+
G-(%&
M!. R#$&!'6#( S'&"%&
AC7NOWLEDGEMENT
I wish to a!%nowled'e #y deep and sin!ere 'ratitude to #y 'uide M!.
R#8!'&& S'&"%&4 A('#". C2++&3& 20 E%-,#.(2"4 P-"&4 $or her 'uidan!e
and $or ena"lin' #e to !o#plete #y resear!h)
.rin!ipal Mrs) +dh#ute Ma# $or her honora"le and e/perien!ed 'uidan!e)
1 a# also than%$ul to the !o-ordinators and !o-tea!hers tea!hers and the non-
tea!hin' sta$$ o$ +rihant Colle'e, .une $or their total support and help
e/tended "y the# whenever re0uired)
D#.&: 4 2014
R&!&#,'&
M!. I"#$%# T&'&# R()#* A'$&%
INDE9
1.0
CHAPTER 1 INTRODUCTION OF
RESEARCH SUB:ECT
2.0 RESEARCH
CHAPTER 1
INTRODUCTION
&n'lish is thou'ht to "e one o$ the #ost i#portant lan'ua'es in the
world) *here are #any reasons why &n'lish is so i#portant) One o$
the reasons is that &n'lish is spo%en as the $irst lan'ua'e in #any
!ountries)
1or a lan'ua'e student, the s%ills are developed "y re'ular usa'e o$
the lan'ua'e whi!h are spea%in', readin' and writin' in lan'ua'e)
2e always tell our students that they have #ade 'ra##ati!al
#ista%es) Do we ever e/plain to the# what was wron' and how to
$i/ it3 &n'lish is a very "eauti$ul and e/pressive lan'ua'e) It is also
very tri!%y and loaded with rules and e/!eptions)
4ow !an you or'ani5e a senten!e so it will 'et a!ross e/a!tly as the
#eanin' you want3 1irst you have to %now the parts o$ a senten!e,
and the parts o$ spee!h) I$ you %now the way the word is used, you
are #ore li%ely to understand what it #eans) Many students do not
li%e 'ra##ar) 6ut i$ the tea!her plays with words it !an "e &#)
On!e you %now the rules, you will "e a "etter writer, reader, spea%er
and listener)
(ood spellin' s%ills help !hildren develop 'reat !on$iden!e when
writin' e/er!ises with 'reater $reedo#) *hey are not !onstantly
interrupted "y their ina"ility to spell with their vo!a"ularies) I$ we
'ive se0uential $le/i"le spellin' resour!es, it will !ater to the
diversity o$ s%ills a#on' !hildren)
(ra##ar is the heart and soul o$ the lan'ua'e) +n understandin' o$
'ra##ar 'ives #astery and !ontrol over $or#s o$ !o##uni!ation,
"oth ver"al and 2e always tell our students that they have #ade
'ra##ati!al #ista%es)
Do we ever e/plain to the# what was wron' and how to $i/ it3
&n'lish is a very "eauti$ul and e/pressive lan'ua'e) It is also very
tri!%y and loaded with rules and e/!eptions)
4ow !an you or'ani5e a senten!e so it will 'et a!ross e/a!tly the
#eanin' you want3 1irst you have to %now the parts o$ a senten!e, and
the parts o$ spee!h) I$ you %now the way the word is used, you are
#ore li%ely to understand what it #eans) Many students do not li%e
'ra##ar) 6ut i$ the tea!her plays with words it !an "e $un) On!e you
%now the rules, you will "e "etter writer, reader, spea%er 7 listener)
(ood spellin's s%ills %eep !hildren develop 'reat !on$iden!e when
writin' e/er!ises with 'reater $reedo#) *hey are not !onstantly
interrupted "y their ina"ility to spell with their vo!a"ularies) I$ we 'ive
se0uential $le/i"le spellin' resour!es, it we will !ater to the diversity
o$ s%ills a#on' the !hildren)
(ra##ar is the heart and soul o$ lan'ua'e) +n understandin' o$
'ra##ar 'ives #astery and !ontrol over as $or#s o$ !o##uni!ation,
"oth ver"al and written) Students need to develop the s%ills to e/press
the#selves !reatively and #eanin'$ully)
&n'lish is a very tri!%y lan'ua'e) *he &n'lish lan'ua'e has as #any as
a #illion words and those words !o#e $ro# as #any as 100 di$$erent
lan'ua'es) &n'lish is loaded with so #any irre'ularities, e/!eptions to
rules and ine/pli!a"le variation whi!h tea!hers #ust "e $a#iliar with)
INDE9
1.0
CHAPTER 1 INTRODUCTION OF
RESEARCH SUB:ECT I".2%-,.(2"
2.0
CHAPTER 2 REVIEW RELATED
RESEARCH
2.4
Co#parison o$ ,esear!h ,elated with present
N&&% 20 R&!&#,'
*he need o$ resear!h is to ena"le the students over!o#e the
pro"le#s and di$$i!ulties they 'enerally $a!e while writin'
!o#positions in &n'lish) My students need to learn &n'lish to
su!!eed in hi'her edu!ation, to pass the !o#petitive e/a#,
understand or !o#prehend le!ture in !lassroo#, 'et "etter 8o"s and
'et $luen!y in oral !o##uni!ation)
+$ter this test they will "e aware o$ their #ista%es) *his e/peri#ent
is in a !lass with a 'roup o$ 20 students and i$ the 'oal is a!hieved
then it !ould "e applied $or a !lass with "ri'hter stren'th) I have
i#ple#ented this e/peri#ent in a !lass 9III o$ Sinh'ad City
S!hool, :ondhwa, .une)
I$/2.#",& 20 R&!&#,'
i; *he a!ade#i! a!hieve#ent o$ the students is in!reased in
&n'lish (ra##ar a$ter the use o$ re#edial #easures "y the
tea!her)
ii; *his pro'ra##e "ased a!tivity was "ased on enri!hin' the
student a!tivity prepared "y the resear!her and are #eant to
e/pose the learner to various e/perien!es outside the
!lassroo#)
T(.+& 20 .'& R&!&#,'
-S*DY O1 &11&C*I9&<&SS O1 9+,IOS +C*I9I*I&S O<
S*D&<*S +C+D&MIC +C1II9&M&<* I< &<(=IS4
(,+MM+, C=+SS 9II O1 +< &<(=IS4 M&DIM
SC4OO=>)
S.#.&$&". 20 .'& /2;+&$
.reparation o$ pro'ra# o$ i#provin' &n'lish 'ra##ar)
2ith the evolution o$ te!hnolo'y, tea!hers nowadays are a $a!ed
with the tas% o$ ensurin' that learnin' is #ade #eanin'$ul and
interestin' to the learners) *o a!hieve this, tea!hers have to evolve
new #ethod o$ tea!hin' pupils o$ relyin' on the traditional ones
learners are ni0ue and there$ore e$$e!tive tea!hin' #ust address
these individual di$$eren!es o$ the learners) *his study is there$ore
ai#ed at developin' a pro'ra# o$ $osterin' !reativity in the
learners and testin' its e$$e!tiveness)
F-",.(2"#+ %&0("(.(2" (" .'& !.#.&$&". 20 .'& R&!&#,': -
1.1 A,.(1(.) ;#!&% /23#$$&
1or the purpose o$ this resear!h) It re$ers to asset o$ a!tivities
prepared "y the resear!her and one #eant to e/pose the learner
to various e/perien!es outside the !lassroo# situation)
VII !.#"%#% /-/(+!
+ll pupils o$ standard 9III o$ Sinh'ad City S!hool, .une) *hese
pupils have !o#pleted 9II standard and are "etween the a'e
'roup o$ 1 to 13 years)
SPELLINGS: -
1; Spellin' is a !o#ple/ pro!ess involvin' sensory #otor pro!esses
the e$$i!ien!y o$ whi!h is "ased on separate #otor rea!tions to
sensory sti#uli) Mastery in spellin' is possi"le only when audiotry
and visual i#pression $use with arti!ulator and 'raphi! #otor
response)
2; +"ility to spell !orre!tly is i#portant in any lan'ua'e) In &n'lish
lan'ua'e, the spellin' are #ost irre'ular and illo'i!al) *he spellin'
pattern in this lan'ua'e the not syste#ati!) 6e!ause o$ this learnin'
o$ the !orre!t spellin' in &n'lish !ontinues to "e a #a8or pro"le#)
3; *rans!ription or Copyin' - this is a very use$ul e/er!ise and is
"ased on the prin!ipal o$ stren'thenin' the :ina estheti! #e#ory
throu'h repeated !opyin' o$ a word) *he pupils are as%ed to !opy
the words senten!es written "y the tea!her in their note"oo%s) *his
should help the pupils to write the spellin' o$ the words without any
!ons!ious e$$ort) *he tea!her should advised the pupils to en'a'e in
so#e other a!tivity while they are !opyin' the words)
DICTATION: -
1) Serves as use$ul te!hni0ue in i#provin' pupils !o##and o$
the lan'ua'e) It !an train the ears e$$e!tively, $or
!o#prehendin' spee!h and lin%in' sound with spellin') It !an
'ive pra!ti!e in the !orre!t use o$ pun!tuation #ar%s and is an
e$$e!tive devi!e $or $i/in' in the #inds o$ the pupils the
'ra##ati!al stru!tures and spellin' o$ words tau'ht) It is
another devi!e $or $i/in' the spellin' o$ words tau'ht) It is
another devi!e $or $i/in' the spellin' o$ words per#anently in
the pupils #e#ory di!tation !alls $or !are$ul preparation well
in advan!e) It also serves as a writin' e/er!ise and hen!e
should $ollow spea%in' and readin') Students should "e
$a#iliar with the words and stru!tures in the di!tation and
these should "e $ro# their spea%in' and readin' lessons)
PNCTUAIYON: -
1; *ea!hin' writin' involves the use o$ population #ar%s li%e
!o##as, !apital letter, 0uestion #ar%s, $ull stops et!) it should
"e e#phasi5ed that startin' o$ the senten!es should "e with a
!apital letter and #ust end with a $ull stop) +ll personal nouns
should "e in !apital letters, attention should "e drawn to the
di$$erent pun!tuation #ar%s "e drawn to the? di$$erent
pun!tuation #ar%s)
2; C2$$# @,AB -in written &n'lish, !o##a is used to represent
the# into a!tion si'nal $or the reader) *he words, phrases or
!lauses in a senten!e are separated "y !o##as)
3; S&$( ,2+2" B - *he se#i!olon separates two !lasses "ut it
%eeps those two thou'hts #ore ti'htly lin%ed than a $ull stop)
4; *he apostrophe, hyphen and 0uotation #ar%s have relatively
little !orresponden!e to 8un!ture stress and pit!h) +postrophe
is solely 'raphi! desi'natin' possession, !ontra!tion with
word C!annot - !anDt I a# I, #; and the plural o$ words send
out o$ !ontent)
VOCABULARY:
9o!a"ulary re$ers to the sto!% o$ words used in a lan'ua'e) *he
"asi! unit o$ lan'ua'e is a senten!e, whi!h is a !o#"ination o$
!ertain words this lan'ua'e learnin' ne!essitates the learnin' o$
words) *he i#portant-thin' here is to understand the idea !onveyed
"y words and not the sound or shapes when they are written)
*here$ore to have an understandin' o$ the printed #edia it is
ne!essary that these words are learnt in !o#"ination with other
words)
O;8&,.(1& 20 .'& R&!&#,'
+!!ordin' to the resear!hers the ai#s o$ this study are as $ollowsB -
1; *o assi'n the essay as !lassroo# tas% $or the students o$
standard 9III o$ Sinh'ad City S!hool, .une
2; *o o"serve the per$or#an!e o$ the student in the $ive #ost
!o##on aspe!ts o$ &n'lish (ra##ar))
3; *o investi'ate errors in essays written in &n'lish "y the students
4; *o help the student in pronoun!iation o$ di$$i!ult words
whi!h will $urther help in i#provin' their spellin's)
E; *o en!oura'e the ha"it o$ readin' "oo%s to in!rease their
vo!a"ulary)
F; A!!-$/.(2"!
*he student have di$$erent a!ade#i! a!hieve#ent in &n'lish
(ra##ar)
H)/2.'&!(!
*he students are not !o#$orta"le while writin' !o#positions in
&n'lish as it re0uires !on!entration and !reative ideas $or !olle!tin'
the resear!hed eviden!e on the assi'ned topi!) Sin!e their thin%in'
is not up to the #ar% they $ail to e/press the#selves) *heir
vo!a"ulary and $or#ation o$ si#ple senten!e is poor) *hey also
tend to write in the #ade and native o$ the #other ton'ue)
S,2/&
*he study is related to the &n'lish #ediu# students o$ Std 9II and
the topi! studentDs a!ade#i! a!hieve#ent in &n'lish (ra##ar)
*his resear!h will "e "ene$i!ial $or "oth tea!her o$ tea!hin' &n'lish
=an'ua'es)
L($(.#.(2"! #"% D& L($(.#.(2"!
1; *he result o$ the resear!h depends on the response o$ the
students in the 'iven a!hieve#ent test)
2; *his a!tion resear!h is li#ited only to one &n'lish #ediu#
S!hool na#ed Sinh'ad City S!hool, :ondhwa .une o$ Std
9III
3; *his resear!h is li#ited up to 20 students who are poor in
spellin' use o$ arti!les, pun!tuation !onstitution o$
senten!es, uses o$ tenses)
*his resear!h is li#ited $or the a!ade#i! year 2013-14
)
CHAPTER 2
REVIEW OF THE RELATED LITERATURE
I".2%-,.(2": -
1or the resear!h o$ related literature is very i#portant) 6e$ore
"e'innin' with the written tas%, the resear!her #ust ta%e detailed
in$or#ation in studyin' preparation and testin' $or i#prove#ent in
&n'lish (ra##ar the resear!her has underta%en review o$ related
literature, with respe!t toB
+; *heoreti!al respe!ts li%e B "oo%s 8ournals !on$eren!es and
dissertations)
6; ,esear!h underta%en B *he %nowled'e o$ theoreti!al aspe!ts
helped the resear!her to prepare the pro'ra##e $or i#provin'
&n'lish (ra##ar)
C; R&1(&6 20 .'& &+#.&% R&!&#,'
,a# S):) 1GHG, Survey ,esear!h te!hni0ues o$ tea!hin'
&n'lish in !lass 9I Independent study) <ational Coun!il o$
&du!ational ,esear!h and *rainin' C&,IC 1unded;
.ro"le# B *he standard o$ attain#ent in &n'lish lan'ua'e has ta%en
alar#in'ly deterioratin' in non &n'lish #ediu# s!hool) *he present
survey is an atte#pt to understand the #ethods and te!hni0ues o$
tea!hin' &n'lish used "y tea!hers o$ !lass 9I level
OB:ECTIVES
1; *o !ondu!t an in-depth study o$ tea!hin' and learnin'
&n'lish at !lass 9I level
2; *o i#print the reasons $or unsatis$a!tory results and
3; *o #a%e re!o##endation $or i#provin' the situation)
T'& -!&! 20 !.-%) 02 .'& -!& 20 .'& /&!&". +(.&#.-&
1; *he study has helped to #a%e use o$ the ri'ht #ethod o$ the
resear!h
2; It then helped to deter#ine the e/a!t tools and te!hni0ues
needed to !alled the in$or#ation)
3; It has "een use$ul in learnin' the #ethod o$ writin' a report)
4; On the whole, the study o$ other resear!hers has "een a
per$e!t 'uidan!e in #a%in' the present resear!h e$$e!tive,
presenta"le and a real su!!ess)
E; C2$/#(!2" 20 R&!&#,' R&+#.&% 6(.' /&!&". R&!&#,'
1; *ea!hers used the traditional te!hni0ues o$ tea!hin' thou'h
they had "een trained to used new te!hni0ues and #ethods)
2; *he #other ton'ue was used too o$ten)
3; (ra##ar was tau'ht despite !lai#s to !ontrary)
4; *oo #u!h e#phasis was pla!ed on the te/t"oo%s)
E; *ea!hers had no !lear o"8e!tives in #ind $or ea!h !lass
F; *ea!hers see#ed to !on!entrate on tea!hin' lists o$
vo!a"ulary, ter#s on treatin' ,e te/t"oo%s as !ontent "ased
#aterial and on 'ettin' student to #e#ories set passa'es in
the na#e o$ !o#position
I; *ea!hers were unaware o$ the stru!tural situational approa!h)
H; *he te/t "oo% in use was uninterestin' and !ontained
'ra##ati!al #ista%es and had di$$i!ulty stru!ture
G; *he tea!hers never !onsulted the tea!herDs 'uide CMS( 11F2;
INDE9
CONTENTS

E)3
Su''estions $or $urther investi'ation 6i"lio'raphy
CHAPTER 3
METHODOLGY OF RESEARCH
3.0 I".2%-,.(2"
,esear!h is a syste#ati! atte#pt to o"tain answers to #eanin'$ul
0uestions a"out pheno#ena events throu'h the appli!ation o$ s!ienti$i!
pro!edures) It is dire!ted towards the solution to a pro"le#) It helps to
"e!o#e a pra!titioner o$ %nowled'e to i#prove instru!tions and
in!rease the studentDs a!ade#i! a!hieve#ent) It ai#s to su''est
re#edial #easures to the pro"le#) ,esear!h is a ter# that re$ers to
identi$yin' the pro"le#, $or#ulatin' a hypothesis and develop
propositions, $or#ulatin' a hypothesis and develop propositions
analysis and interpret the data a$ter the data !olle!tion, evaluate the
data and $inally rea!h to the ne!essary !on!lusion $or a "etter out!o#e)
3)1 Methodolo'y o$ ,esear!h Methodolo'y is a syste#ati!
pro!ess throu'h whi!h the pro"le#s are s!ienti$i!ally student
in order to 'uide, !orre!t and evaluate the a!tions) It is
dia'nosti! and re#edial) *he resear!hers de$ine the pro"le#,
propose a tentative hypothesis and test the hypothesis with the
help o$ appropriate statisti!al testsJtools) *he resear!her has
used the e/peri#ental resear!h #ethod to study the
e$$e!tiveness o$ re#edial tea!hin' $or the a!ade#i!
a!hieve#ent o$ the students
3)2 D&!(3" 20 .'& R&!&#,'
*he pre-post sin'le 'roup desi'n was used "y the resear!her
3)3 V#(#;+&! (" .'& R&!&#,'
1; Dependent 9aria"leB - In the present study varia"le is the
a!hieve#ent s!ore o$ students "y the post test)
2; Independent 9aria"lesB - *he present study intends to see the
i#pa!t o$ a!tivity "ased pro'ra##e C+6.; on developin'
!reativity hen!e the independent varia"le is the C+6.;
developed "y the resear!her)
3; S#$/+("3: - T'& &!&#,'& '#! -!&% /-/2!(1&
!#$/+("3 $&.'2%! 02 .'& /2!. &!&#,'
1; *he resear!her sele!ted 30 students out E0 $ro# std 9III o$
Sinh'ad City S!hool .une throu'h purposive sa#plin'
#ethod)
2; *he sa#ple o$ the students are a'e 'roup o$ 12 to 13 years
3; T22+! 02 R&!&#,'
+ Data Colle!tion *ools B -
*he tools used in this study are as $ollows -
K +!tion .lanB *o develop and in i#prove &n'lish 'ra##ar in
the students o$ standard 9III in .une City
K .re-testB *o see the i#pa!t o$ !reative #ethod
K <on-ver"al test to #easure the individualDs a"ility in 'raspin'
the !on!ept)
K A,.-#+ I$/+&$&".#.(2"
K Method o$ the resear!h was e/peri#ent)
K *he population was 9III standard &n'lish #ediu# student
K .re-tests, post-test e0uip#ent 'roup desi'ners were !hosen
$or the e/peri#ent)
K .re-test was ad#inistrate red t see the e/istin' level o$ the
students and e0uate 'roups
K + study was !arried out to see whether the approa!h sele!ted
in the plan o$ the e/peri#ental part is pra!ti!a"le or not)
K &/e!ution o$ the pro'ra# to se! the i#pa!t on !reative thin%in')
L &$$e!tiveness o$ a!tivity "ased pro'ra##ed C+6.;
L .ost-test was ad#inistartered the e$$e!tiveness o$ a!tivity
"ased pro'ra##e C+6.;)
L +nalysis was done "y the data !olle!ted $ro# the pre-test and
post-test)
L Con!lusionB hypothesis was tested with the help o$ result o$
the test)
Con!lusion were 'rown on the "asis o$ hypothesis testin'
)
METHODS OF IMPROVING THE <UALITY
3)4 (ood writin' is an art as well as a s%ill li%e every other s%ill
it !an "e i#proved upon "y wor%in' on it) 2ritin' is an
!reative a!tivity "ut a part $ro# "ein' !reative 'enius, you
need to e0uip yoursel$ with lan'ua'e style and !ra$ts#an
ship) Moreover, new thou'ht and ideas that #ind needs to
'enerate are easily provided "y the input $ro# "oo%s
#a'a5ines and other !ontent #edia)
*he twenty students o$ std 9III were #ade on so#e di$$i!ult
words $ro# their &n'lish reader) *hey were as%ed to $ind out the
#eanin' $ro# the di!tionary) *he i#portan!e o$ usin' a
di!tionary was e/plained to the# "e!ause they that di!tionary is
a #ere "oo% o$ words and phrases)
*hey were told that a di!tionary is used to loo% up the spellin'
and #eanin's o$ words pronun!iation, in$le!ted $or#s o$ words,
!apitali5ation, word division, !onte/tual wa'es $ra#in'
senten!es and #u!h #ore)
*he students were instru!ted to $or# out the si#plest #eanin' o$
the di$$i!ult words so that it is easy $or the# to understand) I, the
resear!her used these words is si#ple senten!es where the
#eanin' o$ the word was !lear)
*hen they were 'iven the $reedo# to $ra#e as #any as they !an)
*his ena"led the# to over!o#e the 'ra##ati!al #ista%es in the
senten!es whi!h they tend to #a%e) *his way the students %new
what !onte/t these words had to "e used)
*he $our %inds o$ senten!es were introdu!ed
a; +ssertive
"; Interro'ative
!; I#perative 7
d; &/!la#atory
*hey were tau'ht the wa'e o$ these %inds o$ senten!es in
di$$erent !onte/t with the pun!tuation #ar%sB these senten!es were
revised) + lesson $ro# !lass 9III &n'lish "oo% !hosen and they were
told to identi$y at last 3 senten!es o$ ea!h %in')
Si#ilar to these senten!es they !ould write $ive #ore senten!es
o$ ea!h %in' and %now when and where the senten!es !an "e used
and with the ri'ht pun!tuation)
,eadin' widely helps with writin' s%ills "e!ause it
1; &/poses you to a variety o$ writin' s%ills and
2; It develops you vo!a"ulary)
+s you read, parti!ularly as you read 'ood writin', your sto!%
your #e#ory with e/a#ples o$ well-stru!tured art$ul senten!es and
para'raphs that !an !arry over to your own writin' i$ you #a%e a
!ons!ious atte#pt to use so#e o$ the te!hni0ue that appeal you)
&0ually i#portant is the "uildin' o$ your vo!a"ulary, whi!h !an
"e a!!o#plish#ent si#ply "y readin' a 'reat deal and havin' the
dis!ipline to learn un$a#iliar words) =oud readin' in!ases helps the
students to i#proves their spellin') *he student o$ std 9II were
as%ed to read loudly one a$ter the other 1, the resear!her told the#
low to read a senten!e with a !o##a and $ull stop) *hey were tau'ht
when to use a !apital letter inverted !o##as, apostrophe 7 suita"le
pauses $or !o##as and $ull stop)
*hey were as%ed ti assure "oo%s $ro# the li"rary, read the# at
ho#e and write a synopsis on any story they li%ed #ost "y this
pra!ti!e they 'ot well versed in the $ollowin' waysB -
1; *hey used the di!tionary to %now the #eanin's o$ di$$i!ult
words, so they learnt new words
2; *he %inds o$ !on!entrated while readin')
3; *he %inds o$ senten!es helped the# to $ra#e proper senten!es)
4; *hey !ould write senten!es in past tense and also use past
parti!ipate in their senten!es)
E; *he 'ra##ati!al errors !ould "e !orre!ted) *here was an overall
!on$iden!e in the students) In the !lass they were 'iven story
"oo%s to read and di!tation on di$$i!ult words were told to write E
ti#es till they %new the !orre!t pronoun!iation !o#prehension
para'raph was 'iven and they were told to answer the 'iven
0uestions) So#e 'ra##ar 0uestions were also 'iven ane!dotes
written in "oo%s were need out loudly in the !lass)
*hey should interest in listenin' to the $a!ts) *hey were told to
$ind out the #eanin' o$ di$$i!ult words $ro# the di!tionary and
#a%e senten!es o$ those words) &a!h student was told to address
the other students and tell so#e $a!ts whi!h o!!urred in hisJher
li$e) *his i#proved their senten!e $or#ation) (ood essays and
stories written "y other 'ood students were read out loudly)
In the present world o$ te!hnolo'y students have al#ost lost
tou!h o$ readin' "oo%s) Sin!e everythin' !an easily "e "rowsed
on the internet, the s!hool student $ind it tedious to read "oo%s
and $ind out in$or#ation) In their spare ti#e they would rather
play 'a#es on the !o#puter than read a 'ood "oo% with valua"le
in$or#ation)
It is the tea!her who should develop readin' ha"its in students)
*he tea!her should read stories li%e MOliver *wistN M(ulliverDs
*ravelD and the ta%e o$ two !ities et!) su!h interestin' stories will
!reate an i#pa!t in the students and there are !han!es $or the# to
"e dri$ted towards "e!o#in' a vora!ious reader)
+$ter the trainin' was over $or a $or ni'ht the resear!her
ad#inistrated a post test to the sa#e students)
CHAPTER 4
DATA ANALYSIS
INTRODUCTION :
*he statisti!al analysis o$ the data and dis!ussion is provided) *he
data was !olle!ted as per the #ethodolo'y e/plained) *he o"tained
data is !lassi$ied a!!ordin' to the !ate'ory to whi!h it "elon's)
+!tivity "ased pro'ra##e C+6.; was used $or tea!hin' the
students o$ e/peri#ental 'roup, the pre-rest and post-test was
ad#inistered $or evaluatin' the per$or#an!e o$ the students o$
!ontrol and e/peri#ental 'roups)
+ 'roup o$ 20 students $ro# std 9III were assi'ned to write an essay
on Na tre% o$ Sinh'ad 1ortN) *his was the .re-test) :eepin' in #ind the
$ollowin' E points the essay was !orre!ted)
*hey were)
1) Spellin')
2) Corre!t use o$ arti!les)
3) .un!tuationB
4) se o$ tenses)
E) Senten!e !onstru!tion)
*he duration o$ the period was 3E #inutes) *he students were
supposed to !o#plete the test within that duration) *he test was
!ondu!ted in the &n'lish period) *he results were analy5ed) Most o$
the students were wea% in pun!tuation and spellin's)
*here were $ew students who were wea% in senten!e !onstru!tion as
they had no idea o$ insertin' arti!les in the senten!es at the proper
pla!e) *here were only two students who had #ini#u# nu#"er o$
#ista%es in arti!les and !onstru!tion on o$ senten!es "ut there were
$our to $ive students who #ade #a/i#u# nu#"er o$ #ista%es i)e)
$ourteen, $i$teen et!)
*he !o#position was evaluated and stress was 'iven on the $ive
points %eepin' in #ind i)e) spellin's, pun!tuation, arti!les, tenses
and !onstru!tion o$ senten!es) It was $ound that when all $ive points
were put to'ether there were EEF #ista%es all to'ether) *he "rea% up
is as $ollows)
PRE TEST ANALYSIS
*here were 1HI spellin' #ista%es i)e) 33)F3O o$ the total nu#"er o$
#ista%es) +l#ost the sa#e nu#"er o$ #ista%es were in pun!tuation
i)e) 1H1) *he per!enta'e o$ pun!tuation #ista%es is 32)EEO)
Mista%es in use o$ arti!le were F1 i)e) 10)GO and errors in senten!e
!onstru!tion were 122 i)e) 21)GO) *he results $or use o$ tenses was
#u!h "etter) *here were only 3 students who #ade #ista%es in this
area)
*he students #a%in' #ista%es in spellin' were $ro# 0-1F and in
pun!tuation, the ran'e was $ro# 0-14) Ma/i#u# nu#"ers o$
students were wea% in spellin's and pun!tuation li%e usin' o$ !apital
letters $or proper nouns, usa'e o$ !o##as et!)
*he #ista%es in use arti!les were not #u!h the ran'e was $ro# 0-E
and !onstru!tion o$ senten!es the errors were $ro# 0-14) *he ran'e
$or the use o$ tenses was $ro# 0-2) Ma/i#u# nu#"er o$ students
did not #a%e #ista%es in this area)
*here was one 'irl who #ade 3 spellin' #ista%es "ut sin!e she had
lot o$ #ista%es in other areas she se!ured only E out o$ 10) *here
was another 'irl #ade only 2 pun!tuation #ista%es, 4er
per$or#an!e in the other areas were 0uite well so she has se!ured I
out o$ 10)
*he spellin' errors #ade "y the students were "asi!ally they were
!on$used with ho#ony#s where a word is identi!al with another in
spellin' and pronun!iation )"ut di$$erin' $ro# it in spellin' and
#eanin' as $are and $air, read and reed , s!ene and seen, plane and
plain et!)
I$ the students were 'iven a note on this aspe!t o$ ho#ony# and
e/plained in detail with e/a#ples they !ould have over!o#e this
error) *he students were !on$used with a $ew words whi!h had silent
letters li%e head, "read, dea$ et!)
2here the letter N+N is silent psal# psy!holo'y, pneu#onia, re!eipt,
pneu#ati!, !opes et!) where is silent) 2ords li%e o$ten, $asten,
rapport, !astle, Christ#as, "allet, thistle where the letter M*D is
silent )1or this students should "e #ade well versed with the 'roup
o$ words with silent letters)
+s $ar as the pun!tuation was !on!erned, the students had #ade
several errors while writin' !apital letters when one senten!e was
over) In $a!t they had no idea o$ puttin' a $ull stop a$ter the senten!e
was over there "y "e'innin' another senten!e with a !apital letter
was #issin') .uttin' !o##as a$ter a pause and usin' !apital letters
$or proper nouns were a $ew errors)
+ll the twenty students had to "e !lassi$ied into three 'roups i)e)
a"ove avera'e, avera'e and "elow avera'e) *he students who
se!ured F and a"ove were in the !ate'ory o$ a"ove avera'e, *hose
who se!ured "etween 4 and F were in Navera'e N 'roup and those who
se!ured less than 4 $ell into the "elow avera'e 'roup)
In the a"ove avera'e !ate'ory the per!enta'e o$ errors in spellin'
was 13)GO,errors in use o$ arti!les was 22)GO, pun!tuation errors
21)EO and errors in senten!e !onstru!tion was 14)IO)
In the Navera'eN 'roup the analysis was as $ollowsB <o) o$ spellin'
errors was 2G)4O, <o) o$ errors in use o$ arti!les was 34)4O,
pun!tuation errors 34)HOand errors in senten!e !onstru!tion was
3E)24O)
In the "elow avera'e 'roup it is seen that the spellin' #ista%es is
EF)FO,<o,o$ errors in use o$ arti!les was 40)GO pun!tuation errors
was43)FOand errors in Senten!e !onstru!tion was E0O)
*he a"ove analysis 'ave a pi!ture a"out the students wea%ness a"out
writin' !o#position and it also "rou'ht to the noti!e that in
parti!ular areas li%e spellin' and pun!tuation they have shown a
satis$a!tory result )+$ter the test it is ne!essary to 'ive the# a 'ood
pra!ti!e o$ writin' &n'lish essays, para'raphs, letters et!) so that
they !an 'et a 'ood deal o$ %nowled'e in vo!a"ulary)
*he &n'lish 'ra##ar level presented in the essay de!ides whether it
is a well - written or low - 'raded essay) + 'ra##ati!ally in!orre!t
!o#position distra!ts the readerNs attention $ro# the !ontent written
"y the writer) One should always avoid #inor errors li%e spellin'
#ista%es and 'ross errors li%e tense and su"8e!t ver" a'ree#ent)
1or this the students should "e $airly 'ood in vo!a"ulary and to
in!rease vo!a"ulary one should use thesaurus) *he students should "e
as%ed to try and repla!e the 'eneral words with the #ore spe!i$i! ones
"y usin' *hesaurus)
1or instan!e repla!e the word i#portantN with the word N9italN when you
want to say so#ethin' that is very i#portant and ne!essary, and i$ not
done !orre!tly there !ould "e serious pro"le#s)
*ry to repla!e so#e ad8e!tives with others whi!h are si#ilar in
#eanin' li%e repla!in' the word N"orin'N with N#undaneN or NtediousN
however, usin' "o#"asti! words in your writin' with the only purpose
is to i#press the e/a#iners in order to s!ore well is not re!o##ended)
%nowled'e) ,eadin' newspaper and #a'a5ine is the re!o##ended
way to "rush up ones writin' s%ills)
&n'lish readin' and writin' s%ills have a universal value as "ein' an
international lan'ua'e) 2ritin' s%ills also !losely relate to the oral
!o##uni!ation s%ills) :nowin' e/!ellent writin' s%ills help a lot in
#any situations) 1ortunately &n'lish is also the easiest lan'ua'e to
learn) *here are $ewer 'ra##ar rules to learn and plenty o$ resour!es
availa"le to learn it $ro# so#eone who doesnNt %now the lan'ua'e at
all !an #ana'e to learn the writin' s%ills within $ew #onths "y daily
intense pra!ti!e)
2ritin' s%ills !an "e i#proved "y relatin' the oral !o##uni!ation to
writin') *rans!ription is also a 'ood #ethod in i#provin' the s%ill o$
writin') 6y this the student !an o"serve the !orre!t spellin' and #a%e
less #ista%es and over!o#e the !areless ha"it)
*here are $ewer 'ra##ar rules in order to learn &n'lish) *he "asi!
rules in!lude su"8e!t -ver" a'ree#ent, nouns, tenses and arti!les)
=earnin' a"out the pun!tuation and spellin' is !ru!ial as well) 2ritin'
without the use o$ proper pun!tuation would "e a lon' strin' o$ never-
endin' letters) *he #eanin' o$ the senten!e will never "e !lear without
pun!tuation)
*he entire #eanin' !onveyed !an "e !o#pletely #isunderstood i$ the
pun!tuation #ar%s are not !orre!tly put) +!!ordin' to the test so#e
students used apostrophe $or even plural nu#"er) 1ull stops were not
put at the !o#pletion o$ the senten!e so the ne/t senten!e did not start
with a !apital letter as a result the senten!e "e!o#e too lon' and
!o#pletely lost its #eanin')
Di!tation !an also help in i#provin' the s%ill o$ writin' $or that one
has to i#prove the listenin' s%ill) 2e have to pay attention to the sound
and sylla"les so that the spellin's are written a!!ordin' to that)
*here were a $ew #ista%es in !onstru!tion o$ senten!es) 2ritin'
senten!e in past tense or usin' past parti!iple was not an easy tas% $or
the# $or e/a#ple)
a; *he papers were showed in the !lasses o$ N*he papers were
shown in the !lass)N
"; NI had saw the a!!ident with #y eyesN o$ MI had seen the a!!ident
with #y eyes)N
+rti!les NaN and NanN was not used !orre!tly N+N and NanN have to "e used
$or vowel sound and not vowel alpha"et alone)
+s the students are well versed with their #other ton'ue they try to
translate the senten!e dire!tly $or e/a#ple) N*he rain is !o#in')N
Instead o$ NIt is rainin')N O$ten what #i'ht "e !lear in !onversation
$ro# the !onte/t or tone o$ voi!e well not "e !lear in writin', and
there$ore in writin' we need to !reate and !on!entrate in thin%in' $or
the use o$ vo!a"ulary )Clarity o$ 'ra##ar will prevent a#"i'uity
and will save your reader $ro# havin' to read your senten!e twi!e)
6asi!ally the students are wea% in 'ra##ar "e!ause they do not
have the vo!a"ulary to e/press the#selves )*hey #a%e #ista%es in
preposition, pun!tuation, !on8un!tion et!) *hey should "e advised to
read lot o$ "oo%s and news paper and at the sa#e ti#e %now the
#eanin' o$ di$$i!ult words "y usin' a di!tionary)
4. 2 POST - TEST ANALYSIS
4ere the total nu#"er o$ #ista%es !reated in all E areas were 244 as
a'ainst EEF o$ the pretest thus there was an i#prove#ent o$ EF)11O
on the whole) It was an overall i#prove#ent) *he total nu#"er o$
#ista%es in the spellin' in the pretest was 1HI) It i#proved to 10E
durin' the post- test)
*he #a/i#u#, nu#"er o$ spellin' #ista%es s!ored "y a sin'le
student was 1F in the pretest while in the post-test the #a/i#u#
nu#"er N3 is 11) Out o$ 2FF #ista%es 10E were due to spellin'
#ista%es i)e) 3G)4O) *he #ista%es in use o$ arti!les were 2F out o$
2FF i)e)) G)I O whereas in the pretest it was 10)GO) *he pun!tuation
#ista%es were 21)HO) *he errors in !onstru!tion o$ senten!es was
20)FO and #ista%es in use o$ tenses were 1)1O)
*a"le-I
Sr)
no
.re-test Spellin' se o$
arti!le
.un!tuation Constru!tion
o$ senten!es
se o$
tense
Mar%s
1 (ai%awad :unti .) I 3 G 4 4
2 ShindeDyanes'wari .) 3 4 H E E
3 (ai%wad .ra#od S) G 4 10 2 4
4 Shinde ,ashani 9) 1F 3 10 F 3
E More +#it ,) E 4 12 0 G
F ,athhade 9i8ay 6 E 2 10 E F
I (ai%wad Deepali D) G 2 G 4 E
H (ai%wad Devi 9) 14 4 H I 1 3
G <arsale Sandhya :) 12 3 14 E 1
10 *a#"e Sa'ar *) E 1 10 F F
11 *a#"e Shital . G 2 G I 4J2
12 :a%ade +ditya .) 1E 2 G H 2 2
13 *a#"le :iran S) F 2 H G 4
14 <arsale San%et S) 1E 4 H E 3 P
1E <arsale surey 12 4 10 12 4
1F .awar Su8ay 4 2 2 E H
1I Qa%hade .uyashv 13 0 10 H 3
1H Dha#ane Su8ata ,) 11 E 12 14 2 2
1G 1are +nita .) I E E 2 I P
20 .ise Dhanan8ay S 10 4 H H 3
*otal 1HI F0 1H1 122 E
*a"le R II
Sr)
no
.re-test Spellin' se o$
arti!le
.un!tuation Constru!tion
o$ senten!es
se o$
tense
Mar%s
1 (ai%awad :unti .) 3 0 4 1 H
2 Shinde Dyanes'wari
.)
4 1 4 0 I
3 (ai%wad .ra#od S) I 2 1 4 F
4 Shinde ,ashani 9) E 2 4 1 I
E More +#it ,) 2 1 1 2 H
F ,athhade 9i8ay 6 I 2 4 1 F
I (ai%wad Deepali D) F 2 1 2 H
H (ai%wad Devi 9) 4 1 1 2 E
G <arsale Sandhya :) 2 0 F 4 F
10 *a#"e Sa'ar *) H 1 E 2 1 E
11 *a#"e Shital . E 2 1 2 4 P
12 :a%ade +ditya .) G 1 E 1 F
13 *a#"le :iran S) 2 2 3 F I
14 <arsale San%et S) 11 +2 4 E F
1E <arsale surey 3 2 E E E
1F .awar Su8ay 2 2 1 1 I
1I Qa%hade .uyashv 10 1 3 3 1 4
1H Dha#ane Su8ata ,) E 0 1 E F
1G 1are +nita .) 1 1 2 3 H
20 .ise Dhanan8ay S) G 1 2 E F
*otal 10E 2F EH EE 3
*a"le-I
Sr)
no
.re-test Spellin' se o$
arti!le
.un!tuation Constru!tion
o$ senten!es
se o$
tense
Mar%s
1 (ai%awad :unti .) I 3 G 4 4
2 ShindeDyanes'wari .) 3 4 H E E
3 (ai%wad .ra#od S) G 4 10 2 4
4 Shinde ,ashani 9) 1F 3 10 F 3
E More +#it ,) E 4 12 0 G
F ,athhade 9i8ay 6 E 2 10 E F
I (ai%wad Deepali D) G 2 G 4 E
H (ai%wad Devi 9) 14 4 H I 1 3
G <arsale Sandhya :) 12 3 14 E 1
10 *a#"e Sa'ar *) E 1 10 F F
11 *a#"e Shital . G 2 G I 4J2
12 :a%ade +ditya .) 1E 2 G H 2 2
13 *a#"le :iran S) F 2 H G 4
14 <arsale San%et S) 1E 4 H E 3 P
1E <arsale surey 12 4 10 12 4
1F .awar Su8ay 4 2 2 E H
1I Qa%hade .uyashv 13 0 10 H 3
1H Dha#ane Su8ata ,) 11 E 12 14 2 2
1G 1are +nita .) I E E 2 I P
20 .ise Dhanan8ay S 10 4 H H 3
*otal 1HI F0 1H1 122 E
*a"le R II
Sr)
no
.re-test Spellin' se o$
arti!le
.un!tuation Constru!tion
o$ senten!es
se o$
tense
Mar%s
1 (ai%awad :unti .) 3 0 4 1 H
2 Shinde Dyanes'wari
.)
4 1 4 0 I
3 (ai%wad .ra#od S) I 2 1 4 F
4 Shinde ,ashani 9) E 2 4 1 I
E More +#it ,) 2 1 1 2 H
F ,athhade 9i8ay 6 I 2 4 1 F
I (ai%wad Deepali D) F 2 1 2 H
H (ai%wad Devi 9) 4 1 1 2 E
G <arsale Sandhya :) 2 0 F 4 F
10 *a#"e Sa'ar *) H 1 E 2 1 E
11 *a#"e Shital . E 2 1 2 4 P
12 :a%ade +ditya .) G 1 E 1 F
13 *a#"le :iran S) 2 2 3 F I
14 <arsale San%et S) 11 +2 4 E F
1E <arsale surey 3 2 E E E
1F .awar Su8ay 2 2 1 1 I
1I Qa%hade .uyashv 10 1 3 3 1 4
1H Dha#ane Su8ata ,) E 0 1 E F
1G 1are +nita .) 1 1 2 3 H
20 .ise Dhanan8ay S) G 1 2 E F
*otal 10E 2F EH EE 3
*+6=& R III .,&-&S*
Spellin' .un!tuation se o$ arti!les Constru!tion
o$ Senten!e
se o$ tenses
<o o$
#ista%
es
<o o$
studen
ts
<o o$
Mista%
es
<o o$
studen
ts
<o o$
Mista%
es
<o o$
studen
ts
<o o$
Mista%
es
<o o$
studen
ts
<o o$
Mista%
es
<o o$
studen
ts
1F 1 14 1 E 2 14 1 0 1I
1E 2 12 2 4 12 1 1 1
14 1 G 1
13 1 10 F 3 3 H 3 2 2
12 2
11 1 G 4 2 F I 2
10 1 H E 1 1 F 2
G 3 E 1 0 1 E E
I 2 2 1 4 2
F 1
E 3 2 2
4 1 0 1
0 1
*+6=& R I9 .OS*-*&S*
Spellin' .un!tuation se o$ arti!les Constru!tion o$
Senten!e
se o$ *enses
<o o$
Mista%e
s
<o o$
Students
<o o$
Mista%es
<o o$
Students
<o o$
Mista%es
<o o$
Students
<o o$
Mista%es
<o o$
Student
s
<o o$
Mista%es
0 3 0 1 0
1 1 1 I 1 H 1 E 1
2 4 2 2 2 G 2 E
3 2 3 2 3 2
4 2 4 E 3 2
E 3 E 3 E 4
F 1 F 1 F 1
I 2
H 1
G 2
10 1
11 1
RESEARCH FINDINGS AND SUGGESTIONS
1. INTRODUCTION
2 CONCLUSION
3 IMPLICATION
SUGGESTION FOR FURTHER INVESTIGATIO
N
CHAPTER V
RESEARCH FINDINGS AND SUGGESTIONS
INTRODUCTION
*his is the last and the #ost i#portant part o$ a!tion resear!h and the
pro!ess o$ resear!h) +ll these thin's help us to rea!h to this last step
o$ resear!h)
In this se!tion resear!her has to $ind out whether proposed
hypothesis state#ents are $ul$illed or not) ,esear!her has to display
the true result whether resear!her is su!!ess$ul or not) 1indin's and
o"8e!tions are so#ewhat related and interdependent on ea!h other)
Su''estions are state#ents whi!h we thin% that i$ parti!ular
te!hni0ue or pro'ra# is i#ple#ented the positive results !an "e
o"tained)
1) 6y helpin' the students to pronoun!e the words !orre!tly
there !an "e i#prove#ent in spellin' #ista%es)
2) 2ith the i#portan!e o$ learnin' pun!tuation, the senten!e
$ra#ed had an i#pa!t to !o#prehend)
3) *he de$inite and inde$inite arti!le helped in enhan!in' a
!o#plete sense in the senten!e)
4) +n overall %nowled'e o$ the usa'e o$ the 'ra##ar alon' with
proper use o$ tenses is the a!!ura!y in !onstru!tion o$
senten!es)
E) CONCLUSION
1) *he pro'ra##e prepared "y the resear!her was e$$e!tive $or developin'
various s%ills in &n'lish (ra##ar)
2) *he e$$e!t o$ the pro'ra##e was positive)
3) *here is still a 'reater e#phasis on the !reative a!tivity a#on' the students)
4) Ma8ority o$ students had positive attitude $or a!tivity "ased pro'ra##e
C+6.;)
=.3RECOMMENDATIONS-
E) +s a li$e s%ill, this study !an "e used as an input to personality develop#ent
whi!h !onsist s%ills o$ o"servation, thin%in' and pro"le# solvin')
F) It shows that a!tivity "ased pro'ra##e C+6.; !an "e use$ul $or developin'
the !reativity a#on' the students)
I) *his study prove that su$$i!ient pra!ti!es helps in i#provin' the lan'ua'e)
H) *he a!tivity "ased pro'ra##e C+6.; !an "e use$ul $or the parents to
!ondu!t at ho#e with their !hildren $or i#provin' spellin's and !onstru!tion
o$ senten!es)
G) *he resear!h study also hi'hli'hts the si'ni$i!an!e o$ the $ollow -up
pro'ra##e in any trainin')
10) *he pro'ra##e provides J !han!e $or students to learn, thin% and dis!over
without threats o$ i##ediate evaluation)
SUGGESTIONS FOR FURTHER INVESTIGATION
1) In!rease the ha"it o$ readin' in &n'lish and read a 9ariety o$
su"8e!ts)
2) 1our thin's one !an do with any lan'ua'e read, write, listen
and spea% - listenin' to people who spea% well and 'ra""in'
every opportunity to spea% would "e help$ul)
3) One should #a%e a !ons!ious e$$e!t to !orre!t the #other
ton'ue in$eren!e in pronun!iation on "y listenin' to &n'lish
pro'ra##ers)
Students should spend ti#e on !o##on "y !on$used areas o$ &n'lish
'ra##ar li%e present and past si#ple and per$e!t tense, su"8e!t - ver"
a'ree#ent, .ast parti!iples, de$inite and inde$inite arti!les et!) and "y
to use these !on!epts in !onversation !orre!tly
)
BIBLIOGRAPHY