difficulties of varnacular medium in english

7/29/2019 difficulties of varnacular medium in english

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Chapter No.I

INTRODUCTION

1.1 Introduction

1.2 Significance of the study

1.3 Statement of the problem

1.4 Definition of the term

1.5 Objectives of the study

1.6 Scope & limitation


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INTRODUCTION

1.1 INTRODUCTION:

Over the last 400 years English has spread to all continent in

each country it has taken on its own peculiarities, creating new words to

describe indigenous feature of landscape, wild life and plant life and

absorbing words from the local language.

English was developed from the European language Latin, Latin

itself originated from Sanskrit, which is the mother of all language in

rough proportion to how long they have had a separate identity.

English is eternal like a soul in body. In India Englishlanguage has become more important than the mother tongue. Thus it

plays an important role in life of human, language learning skill listening,

speaking, reading, and writing all skill are more permanent in nature, it

can be read and re-read for many time.

It provides scope for thinking modification, co-relation and

revision. Due to many reasons, it is not so easy but through effective

teaching learning process it can be possible. Introduction to reading.

Being a good reader in English means that a child has gained a functionalknowledge of the principles, there are many reasons why children have

difficulty in learning to read. English language learners often have

difficulties with English pronunciation. Because their introduction in the

late seventies, personal computer have developed in speed, power and

ease of use , where the first language of student is different from the

official language, it may be use either English as the medium of

instruction .


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1.2 SIGNIFICANCE OF THE STUDY:

Every language should learn as a living language. By living languages,

we mean, the person should be also to speak well by using that language.

The ability to speak fluently and accurately is considered as passport to

success in spoken English.

Maharashtra Government has been employing various policies

for an improvement in the status of the language and teacher also attempt

their best to implement policies while teaching students in class still

student remain weak and cant develop the fluency in speaking English.

It is very difficult to find the way this happen. There may be

something wrong. It is very essential to conduct research and to find out

difficulties where by a student is unable to speak effective English.


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1.3 STATEMENT OF THE PROBLEM:

The difficulty faced in English by XI standard students of Urdu

medium in Junior College".


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1.4 DIFFERENT OF THE TERMS:-

Study :Acquisition of knowledge especially from book.

Higher Secondary :Education between the secondary and the university

stages.

Speaking :Communication or be able to communicate in a

specified language.

English :Spoken language of English subject taught is school

and colleges.

Language :System of sounds, pattern etc used human to express

though and felling from language, used by particular

nation state.


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1.5 OBJECTIVES OF THE STUDY :

The difficulty faced in English by XI standard students of urdu

medium in Junior College.

Objectives :

1. To study the importance of English in student life.2. To acquire mastery over the spoken form of the English language.3. To emphasize the function of language rather than the rules.4. To develop the skill of farming sentence correctly and properly.5. To make learners fluent as well as accurate in the target language

that is English.


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1.6 SCOPE & LIMITATION:

Due to the time constraint the present study is limited only to 50 students

of English medium school of Bhiwandi. The study is limited to

i. This research is limited up to 50 students of Al-Noor juniorCollege only.

ii. A study is taken from students point of view.iii. Students from XI standard are taken for the study.


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Chapter No.II

REVIEW OF RELATED LITERATURE

2.1 Introduction

2.2 Studies in India

2.3 Studies in Abroad

2.5 Conclusion


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REVIEW OF RALTED

2.1 NEED AND IMPORTANCE OF REVIEW:

Human knowledge has many phases. Mand can thus enrich his

knowledge and researcher can ensure whether considerable work has

already been done o topic which can directly be related to his proposed

investigation.

It is devoted for making a brief review of the previous studies on

the problem and the significant writings on the topic, the review provides

a summary or the current state of knowledge in the area of investigation,

which aspects have been investigated, what research gap exists and how

the present study is an attempt to fill in that gap are highlighted.

Review of topic :

Review of the related literature means find out the other research

related to the problem and to analys the conclusion and information of

that literature or research. We get more information about research.


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2.2. STUDIES IN INDIA :

Baskaran Herber 1989 :

The impact of remedially teaching programs on the common

errors committed by the students of std. XI in readin and written English.

Objectives :

1. To identify and categories the errors committed by the students std.IX

in written English.

2. To design some suitable remedial teaching programs for the sudyof std. XI to minimize these errors in Written English.

3. To implement the designed remedial reaching programs for thestudents of std. XI to minimize these errors in written English.

Findings :

1. The student of the control group did not differ significantly withthe experiment group in committing orthographically errors in

written English in the pre-test.

2. The students of the control group did not differ significantly withthe experimental group in their mean scores in the per-test.


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Aggarwal Santosh-1998 :

The three language formula its status in school curriculum.

Objectives :

To understand the nature and importance or language in the Indianeducational content.

To understand the position of the long uses of Indian in theaccident medieval and British periods.

To make survey of the position of language teaching in scoreschool.

Findings:

Knowledge of students was not limited at one language only

evan before the event of British rule in India through government had and

formed any policy of teaching languages in the modern sense and

bilingualism or trillingualism were considered special feature of the

educational curriculum.


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2.3.CONCLUSION:

As the review is based on current condition of study of

investigation, it highlights what gap exists in research and how the

present study is an effort to fulfill it. It can also be helpful to know about

studies done in India, their objectives and findings observed through the

research.


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Chapter No.IIIMethodology Of The Study

3.1 Introduction

3.2 Types of research

3.3 Research design

3.4 Research methodology

3.5 Population3.6 Sampling

3.7 Tools

3.8 Data collection

3.9 Techniques of data analysis


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METHOLOGY OF THE STUDY

3.1 INTRODUCTION:

The main objective of the present work was to find out The

topic for achieving the objectives the investigator presented the

problem along with introduction in the first chapter. Reviews of the

related literature was presented in the previous chapter. In the present

chapter the investigator presents the research design & Methodology in

detail.


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3.2 TYPES OF RESEARCH :

The word research itself is derived from the French word

recherch which means to travel through or to survey. Research is

composed of two syllabus, a prefix re and a verb search Re means

again a new over again and search to examine closely and carefully to

test.

1.Fundametal /pure /theoretical research:

This type of research is original or basic in character, and

imaginative and painstaking research worker, with his qualities ofhonesty and integrity and his last for the search of truth, make persistence

and patient efforts to discover something new to enrich the human

knowledge in a fundamental fashion, such research is known as

fundamental or pure.

Types Of Research

FundamentalResearch

ActionResearch

AppliedResearch


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2.Applied research:

This type of research is based on the application of known

theories and models to actual operational fields or populations. The

applied research is conducted to test the empirical content or the basic

assumption or the very validity of a theory under given condition.

Researcher may accordingly apply lewis model to an economy

rich by known test has been identified as labor surplus and examine if the

real wage rate does remain constant.3. Action research:

Action research is also a recent addition to the categories of

research through launching of a direct action with the objective of

obtaining workable solutions to the given problems.

In conducting research through launching of action, this type of

research has the quality of adapting itself to the changes that take place in

a given population


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3.3 RESEARCH DESIGN :

A research design is compared to a blue print or a navigator map

for the researcher. Thus in the absence of research design the researcher

will be lost in a fog of her making a research design. It is needed because

it facilitates the smooth working of various operations there by making

research as efficient as possible.

In all it is needed because it tells us about.

1. The sampling design which deals with the method of selectingitems to be deserved for the given study.

2. The observation design which deals which relate to the conditionunder which the observation are made.

3. The statistical design which concern with the question of concernwith the question of how many are to be analysed and statistical

method to use.

4. The operational design which deals with the techniques by whichthe procedure specified in the sampling and observational design

can be carried out.

Thus the research design helps the researcher to focus more

purposefully on the identify problem thinking & rethinking about it and

helps to develop an insight into a problem.


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3.4 RESEARCH METHODOLOGY:

For this research the investigator has used survey / descriptive

method.

Educational surveys are particularly versatile and practical

because they identify present conditions and points to the present needs.

This method is useful for obtaining valued and reliable data of

the project, because of the reasons given below.

The survey method gathers data from a relatively large number ofcases at a particular time.

It is not concerned with the characteristic of individuals asindividuals.

It is concerned with generalized statics that result when dataabstraded from number of individuals.

It refers to a particular type of discripture work. It is always conducted in a natural setting. It seeks responses directly from the respondents.

Research methods are of almost important in research process. Generally

research method are classified into three basic categories.

HistoricalMethod

Descriptive Method

(Survey method)

ExperimentalMethod

Research

Methodology


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1. Historical Method:History is a meaningful record of human achievement. It is not

merely a list of chronological events but a truthful integrated account of

the relationship between person, events, times and places. History used to

understand the present in light of past events and development. Historical

research can be qualitative or quantitative.

2. Descriptive Method( survey method):Survey method help to identify the learner attitude before and

after the treatment of survey method was adopted the survey method

gathers data from a relatively large number of cases at a particular times.

It is concerned with the generalized statistics that result when data

abstracted from a number of individual cases.

Survey is an important type of study. It involves a clearly stated

problem with definite objectives.

3. Experimental Method:Experimental research to quate Best ( 1977), is the description

and analysis of what will be or what will occur, under carefully controlled

system.

Of all research methodologies experimental research is unique in two

very important. It is the only type of research that directly attempts

influence a particular valuable it is the only type that can really test

hypotheses about cases and relationships.


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3.5 Population :

Today education system has to face several problems which

affect the quality of education.

There a lot of problems that arises every day in the field of

education for solving the problems which are faced by educationalist

observed small group of students. This group includes all type of students

from different field like social, psychological, economic and cultural back

ground educationalist diagnoses their problem and suggest remedies on it.

This small group of students is called a population.


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3.6SAMPLING:The primary purpose of research is to discover principles that

have universal application. Research, therefore, needs adequate and

accurate data for this purpose. In order to obtain this data, a researcher

conducts investigation into given population information .Thus can often

be derived quickly and cheaply and with sufficient accuracy from a

sample of the total. Sampling refers to the investigation of a part of the

whole population or universe .A sampling of selecting a sample from a

given population.

The important consideration in selecting a sample is to see that itis closely representative of the universe. The size of the sample may not

be guarantee of its being representative of the population. Sometimes a

large sample poorly selected may not be prove to be a true representation

of the universe while a small sample properly selected may be much morereliable.

Types of sampling:[A] Probability sampling method.

[B] Non probability sampling method

Types of sampling

Probability Sampling Non-Probability Sampling

1. Simple random sampling. 1. Quota sampling.

2. Stratified sampling. 2. Accidental sampling.

a. Proportionate stratified 3. Judgmentator or

purposive

random sampling. sampling.

b. Disproportionate stratified 4. Systematic sampling.

random sampling. 5. Snow ball sampling.

3. Area of cluster sampling. 6.Saturation sampling.

7.Dense sampling.


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[A] - Probability Sampling Method :

Probability sampling methods are those that clearly specific the

probability or likelihood of inclusion of each element or individual in the

sample. Technically the portability sampling methods must satisfy the

condition given below.

i. The size of the parent population or universe from which thesample is taken must be known to the investigator.

ii. Each element or individual in the population must have an equalchance of being included in subsequent sample.

iii. The desired sample size must be clearly specified.

[B] - Non-Probability Sampling method :

Non-Probability sampling is one in which there is no way of

assessing the probability of the element or group elements of population

being include in the sample. In other words non-probability sampling

methods are those that provide no basis for of estimating how closely the

characteristics of sample approximate the parameters of population from

which the sample had been obtained.Important techniques of non-

probability sampling method.


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3.7 TOOLS:

Questionnaire was used as a tool to collect the data.The

questionnaire was prepared under the guidance of Dr.(Mr.)Ravinder kaur

Madam the copies of questionnaire were handover to school teachers.

Questionnaire were distributed to the school teachers with prior

permission from the head of the institution. Fully filled questionnaire

were collected back personally and data was made available for

tabulation.(1) Observation :

Many types of data required by the social scientist as evidence in

research can be obtained through direct observation.

Thus first requirement is that observation should reliable, valid

true measurement.

(2) Questionnaire :

The questionnaires are sent to the concerned person with the

request that the information sought be furnished and the questionnaire

returned to the concerned questionnaire may also be sent respondents to

furnish correct information.

(3) Interview :

Data can be collected by interviewing almost all segments of the

population with the help of schedule. Schedule is the name usually

applied to set of questions which are asked and filled in by an

interviewer in a face to face situation with other person.


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(4) Schedule :

These enumerators along with schedules go to respondents, put

to them the question from the profarma in the order the question are listed

and record. The replies in the space meant for the dame in profarma.

In certain situation, schedule may be handed over to respondents

and enumerators may help them in recording their answer to varies

questions in the said schedules.

(5) Inquiry Forms :

It is the type of method of evaluating the conclusion of action

research is that of collection opinion. In this research worker can incite

the opinions of teachers, student, principal and other member of his own

college concerning.

(6) Rating Scale :

Rating scales are also used for the same purpose. In this a list of

certain qualities is provided and the person evaluating it has to rate them

according to their position.

(7) Check List :

The check list, the simplest of the devices, is a prepared list of

behaviour or items. This simple laundry-list device systematizes and

facilitates the recording of observation and helps to ensure. The

consideration of the important aspect of the object or act observed.


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3.8.DATA COLLECTION :

The enter information required for the project was collected by

conducting a survey in certain school and different areas of Bhiwandi.

The selected people for this purpose were girls of age group15-17 years

The areas covered or school taken for survey Millat Nagar. The

researcher personally approached the alone mentioned people who whole

heatedly co-operated in filling the questionnaire.


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3.9 TECHNIQUE OF DATA ANALYSIS :

(1) Quantitative Research:

Quantitative research is that research, which deal with

quantitative techniques for analyzing the data. In other words, this type of

educational research is an inquiry into on testing theory, measured with

numbers and analyzed using statistical techniques, The goal of

quantitative method is to determine, whether the predictive generalization

of a theory hold true Quantitative research generally focused onmeasuring social reality.

Objectivity is very important in quantitative research researchers

take great cure to avoid their own presence, behaviour or attitude

affecting the result i.e. avoid business in drawing out result. The main

emphasis of quantitative research is on deductive reasoning which tends

to move from the general to specific.

(2) Qualitative Research :

Qualitative research is a research, oppositely framed of

quantitative research. This research gathers information that is not

numerical form, e. g, diary accounts, open-ended, Questionnaires, e-mail,

notes, feedback interview and unstructured observation, Qualitative data

is typically descriptive data and as is harder to analyze than quantitativedata.

Qualitative research is used to gain insight into peoples

attitudes, behaviour value system, concerns, motivations aspiration

culture or life styles. It is used to inform business decision, policy

formation, communication and research.


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Chapter No.IV

ANALSIS AND INTERPRETATION

4.1 Introduction

4.2 Interpretation


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ANALSIS AND INTERPRETATION

4.1 INTRODUCTION:

While researcher seem to believe that good research should have

quantitative analysis by adequate, statistical techniques, they do not seem

to be very knowledgeable about their proper use. Quite often the usual

better known parametric static is used, while the nature of the data does

not always warrant normality of distribution is seldom confirmed.Researchers would do well to quip themselves with the use of non-

parametric statistics.


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4.2 ANALYSIS AND INTERPRETATION:

Interpretation of data refers to that important part of the

investigation which is associated with the drawing of inferences from the

collected fact after an analytical study. It is extremely useful and

important part so the study because it makes possible the use of collected

data. It is the interpretation that makes it possible the use of collected

data. It is the interpretation that makes it possible for us to utilize

collected data in the various fields of activity. The usefulness of thecollected data lies in its proper interpretation. It provides certain

conclusions about the problem under study.


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Sr. No. Q. No. Yes % of positive No % of negative

1 1 39 78% 11 22%2 2 44 88% 6 12%

3 3 44 88% 6 12%

4 4 43 86% 7 14%

5 5 47 94% 3 6%

6 6 21 42% 29 58%

7 7 20 40% 30 60%

8 8 22 44% 28 56%

9 9 45 90% 05 10%

10 10 43 86% 7 40%

11 11 31 62% 19 38%

12 12 45 90% 5 10%

13 13 44 88% 6 12%

14 14 45 90% 5 10%

50 15 46 92% 4 8%

13 16 44 88% 6 12%

17 17 39 78% 11 22%

18 18 35 70% 15 30%

19 19 30 60% 20 40%

20 20 43 86% 7 14%21 21 42 84% 8 16%

22 22 33 66% 17 34%

23 23 29 58% 21 42%

24 24 38 76% 12 24%

25 25 46 92% 4 8%


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Question-1 : Is English window to the outside the world?

No. of students Percentage

Yes 39 78%

No 11 22%

Interpretation: The researcher found that 78% of the students agree is

English window to outside the world but 22% students not agree.

0

10

20

30

40

50

60

70

80

90

yes no

Chart Title

percentage


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Question-2: Does family background play role in making child a fluent

English speaker?


Yes 44 88%

No 6 12%

Interpretation: The researcher found that 88% of students agree family

background plays a role in making child a fluent English speaker but

12% students are not agree.

Question-3: Are speaking and listening inter-related with each other?


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Yes 44 88%

No 6 12%

Interpretation: The researcher found that 88% of students are given

positive answer and 12% students are not agree that speaking and

listening are inter-related.

Question-4 : Does mother tongue play a role of an obstacle in learning

process?

Yes, 44

No, 6

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Yes 43 86%

No 7 14%

Interpretation: The researcher found that 86% of students say mother

tongue play a role of an obstacle in learning process whereas 14% of

students do not agree with it.

Question-5: Is it difficult for the pupil to speak English fluently in front

of other?


Yes, 43

No, 7

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Yes 47 94%

No 3 6%

Interpretation: The researcher found that 94% of students feel difficulty

to speak English fluently and 6% of students do not feel any difficulty to

speak English fluently.

Question-6 : Is fluently more important than accuracy?


Yes 21 42%

No 29 58%

Yes, 47

No, 3

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 42% of students say fluently is

more important than accuracy and 58% of the students are not agree with

it.

Question-7 : Is it necessary to speak English fluently?


Yes 20 40%

No 30 60%

Yes, 21

No, 29

0

5

10

15

20

25

30

35

Yes

No


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Interpretation: The researcher found that 40% of the students say

speaking English fluently is necessary and 60% of the students say it is

not necessary that one should speak English fluently.

Question-8 : Can grammatical errors be over looked in speaking

English?


Yes 22 44%

No 28 56%

Yes, 20

No, 30

0

5

10

15

20

25

30

35

Yes

No


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grammatical error must be over looked in speaking English and 56% of

the students say it cant.

Question-9 : Does pronunciation become obstacles in speaking English?


Yes 45 90%

No 5 10%

Yes, 22

No, 28

0

5

10

15

20

25

30

Yes

No


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Interpretation: The researcher found that 90% of the students

understand pronunciation is an obstacle in speaking English and 10% of

the students it is not an obstacle in speaking English.

Question-10 : Do you thinkrole play and dramatization an easier way

for developing speaking English?


Yes 43 86%

No 7 14%

Yes, 45

No, 5

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 86% of the students think role

play and dramatization an easier way in speaking English and 14% of the

students do not think so.

Question-11 : Do you think that motivation play a role in speaking

English language?


Yes 31 62%

No 19 38%

Yes, 43

No, 7

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 62% of the students think

motivation play a role in speaking English language and 38% of the

students do not think motivation play any role in speaking English.

Question-12 : Should pupil be provide with ample of the opportunities

for speaking English language?


Yes 45 90%

No 5 10%

Yes, 31

No, 19

0

5

10

15

20

25

30

35

Yes

No


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Interpretation: The researcher found that 90% of the students feel pupil

should be provide ample of the opportunity for English speaking

language and 10% of the students feel it is not necessary.

Question-13 : Do you agree that all new words must be presented clearly

to the class?


Yes 44 88%

No 6 12%

Yes, 45

No, 5

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: Researcher found that 88% of the student agree that all

new words must be presented clearly to the class whereas 12% of the


Question-14 : Does students lack confidence in speaking English

language?


Yes 45 90%

No 5 10%

Yes, 44

No, 6

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 90% of the students have lack

of confidence in speaking English language and 10% of the students doesnot have the lack of confidence.

Question-15 : Do you think reading is a must speaking English language

fluently?


Yes 46 92%

No 4 8%

Yes, 45

No, 5

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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reading is a must speaking English language fluently and 8% of the

students do not think as the same.

Question-16 : Do you agree that discussion and debates are almost

necessary in motivating student to English?


Yes 44 88%

No 6 2%

Yes, 46

No, 4

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 88% of the students feel that

discussion and debates are almost necessary in motivating students to

English and 10% of the students do not feel that discussion and debates

are necessary to motivate students to English.

Question-17 : Do you think that self evaluation is an criterion to improve

ones language?


Yes 39 78%

No 11 22%

Yes, 44

No, 6

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 78% of the students think self

evaluation is and criterion to improve ones language and 22% of the

students do not think as the same.

Question-18 : Can a pupil improve his speaking ability with the help of

various language games?


Yes 35 70%

No 15 30%

Yes, 39

No, 11

0

5

10

15

20

25

30

35

40

45

Yes

No


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pupil can improve his speaking ability with the help of various languages

game and 30% of the students think that various languages game cant

help pupil to improve the ability of speaking.

Question-19 : Do you feel that new words must be explained with

interesting phraseology to the students for speaking English fluently?


Yes 30 60%

No 20 40%

Yes, 35

No, 15

0

5

10

15

20

25

30

35

40

Yes

No


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Interpretation: The researcher found that 60% of the students feel that

interesting phraseology of new words should be explained to the students

for speaking English fluently whereas 40% of the students do not agree

with same.

Question-20 : Does listening play an important role in increasing the

fluency of English?


Yes 43 86%

No 7 14%

Yes, 30

No, 20

0

5

10

15

20

25

30

35

Yes

No


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Interpretation: The researcher found that 86% of students think listening

play an important role in increasing the fluency of English language and

14% of the students do not agree with it.

Question-21 : Is it necessary to have ample vocabulary?


Yes 42 84%

No 8 16%

Yes, 43

No, 7

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Interpretation: The researcher found that 84% of the students agree that

it is necessary to have ample vocabulary and 16% of student do not agree

with the same.

Question-22 : Does writing practice help in improving the English

speaking?


Yes 33 66%

No 17 34%

Yes, 42

No, 8

0

5

10

15

20

25

30

35

40

45

Yes

No


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writing practice help in improving the English speaking and 34% of thestudents do not agree with it.

Question-23 : Are only individual effort required for improving the

English skill?


Yes 29 58%

No 21 42%

Yes, 33

No, 17

0

5

10

15

20

25

30

35

Yes

No


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individual effort required for improving the English skill and 42% of the


Question-24 : Is there the need of any guide in improving the English

speaking?


Yes 38 76%

No 12 24%

Yes, 29

No, 21

0

5

10

15

20

25

30

35

Yes

No


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Interpretation: The researcher found that 76% of the students accept

there is the need of any guide in improving the English speaking and 24%

of the students do not accept that there is any need of any guide.

Question-25 : Does personal interest play any role in fluent speaking

English?


Yes 46 92%

No 4 8%

Yes, 38

No, 12

0

5

10

15

20

25

30

35

40

Yes

No


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Interpretation: The researcher found that 92% of the students say Yes

personal interest must play a role in fluent speaking English and 8% of

the students say No personal interest do not help in speaking English

fluently.

Yes, 46

No, 4

0

5

10

15

20

25

30

35

40

45

50

Yes

No


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Chapter No.V

Findings and conclusion

5.1 Introduction

5.2 Findings and interpretation

5.3 Recommendation

5.4 Suggestions / Remedies


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FINDINGS AND INTERPRETATION

5.1.Introduction :

A conclusion was drawn after the investigation process

terminated. The researcher after investigation of collected data reached

to the conclusion as given in chapter 5.2 to study the reasons for lack of

interest in students towards English subject.


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5.2 FINDINGS AND CONCLUSION:

High percentage of Jr. College students think English is of outsidethe world.

High percentage of Jr. College students agree that familybackground plays a special role in making the child a fluent

English speaker.

High percentage of Jr. College students accept mother tongue playsa role of an obstacle in the learning process.

High percentage of Jr. College students say pupil has a difficultyto speak English in front of others.

Low percentage of Jr. College students tell fluency is moreimportant than accuracy.

Low percentage of Jr. College students thinks to speak Englishfluently is necessary.

Low percentage of Jr. College students feel grammatical error beover looked in speaking English.

High percentage of Jr. College students say pronunciation becomean obstacles in speaking English.

High percentage of Jr. College students describe role play anddramatization is a easier way of developing speaking English

ability.

High percentage of Jr. College students think motivation play arole in speaking English language.

High percentage of Jr. College students accept pupil should beprovide with ample of the opportunities for speaking English

language.

High percentage of Jr. College students agree that all new wordsmust be presented clearly to the class.

High percentage of Jr. College students accept that students haslack of confidence in speaking English language.

High percentage of the Jr. College students think reading is a mustin speaking English.

High percentage of the Jr. College students agree that discussionand debates are almost necessary in motivating student to English.


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High percentage of Jr. College students feel self evaluation is andcriterion to improve ones language.

High percentage of Jr. College students say various languagesgames can help pupil to speak English.

High percentage of Jr. College students feel by explaininginteresting phraseology of new words can make students able to

speak English

fluently. High percentage of Jr. College students think listening must

increase the ability of speaking English.

High percentage of Jr. College students say writing practice canhelp in improving English speaking.

High percentage of Jr. College students tell individual efforts mustrequired for improving the English skill.

High percentage of Jr. College students feel there is a need ofguidance in improving English.

High percentage of Jr. College students tell personal interest playsa role in fluent speaking English.


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5.4 SUGGETIONS / REMEDIES:

Teacher should make the concept clear in simple language.

Students should be taught to study regularly. Maxims and methods of teaching should be used. Different models

should also be used.

Teacher should make the basic concept clear. Students should be encouraged to make help of teachers who can

provide them guidance. Parents should help their children in studies. English lecture should be conducted regularly. Students should take private tuitions for English. Students should read the autobiography of the great authors and

writers.

Friends should keep also help in understanding and solvinggrammar of English subject.

Parents should encourage their children to practice cross wordpuzzles.

Teacher should guide the students how to write in English papers. Teacher should explain each point while describing English

grammar and explain proper sentence order. Students should remember the table of tenses. Teacher should give the lecture of English with the importance of

English language and define the value of it.


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APPENDIX A


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Sr.No. Name Of The Student College Name

1 Ansari Seema Bano Moid Hasan Al-Noor Jr.College

2 Momin Rubina Gufran Al-Noor Jr.College

3 Shaikh Lubna Niyaz Ahmad Al-Noor Jr.College

4 Ansari Khushnuma Faizan Al-Noor Jr.College

5 Ansari Anam Shakeel Al-Noor Jr.College

6 Fazlani Nadiya Rafique Al-Noor Jr.College

7 Sayyed Hoor Imtiyaz Ahmed Al-Noor Jr.College

8 Farooqui Samreen Naseem Al-Noor Jr.College

9 Sayyed Farheen Imtiyaz Ahmed Al-Noor Jr.College

10 Ansari Amirun Nisa Nasruddin Al-Noor Jr.College

11 Khan Sadiya Parveen Al-Noor Jr.College

12 Ansari Tuba Aashique Ali Al-Noor Jr.College

13 Ansari Daniya Azmatullah Al-Noor Jr.College

14 Khan Shumaila Aslam Al-Noor Jr.College

15 Ansari Aqsa Hamza Al-Noor Jr.College

16 Ansari Majra Jamil Al-Noor Jr.College

17 Momin Bushra Al-Noor Jr.College

18 Ansari Nausheen Shamim Ahmed Al-Noor Jr.College

19 Ansari Sana Husain Ahmed Al-Noor Jr.College

20 Gujar Aayesha Simab Al-Noor Jr.College

21 Momin Seema Muneer Ahmad Al-Noor Jr.College

22 Ansari Safina Bano M.D.Anis Al-Noor Jr.College

23 Ansari Nazareen Abdul Aziz Al-Noor Jr.College

24 Ansari Shaista Mohd Shahezade Al-Noor Jr.College

25 Ansari Adiba M.Athar Al-Noor Jr.College


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26 Ansari Shaheena Abdussamd Al-Noor Jr.College

27 Ansari Tahreem Gazal Md.Moeen Al-Noor Jr.College

28 Ansari Naziya Bano Mumtaz Ahd. Al-Noor Jr.College

29 Shaikh Aiman Shakil Ahmed Al-Noor Jr.College

30 Ansari Tasleema Mohd.Nizam Al-Noor Jr.College

31 Khan Shabnam Al-Noor Jr.College

32 Ansari Iqra Kausar Mohd. Haroon Al-Noor Jr.College

33 Ansari Sheeba Mukhtar Al-Noor Jr.College

34 Ansari Bazega Mohd.Islam K.M.E.S. College

35 Ansari Saima Ataur-Rahman K.M.E.S. College

36 Ansari Sana Iqbal K.M.E.S. College

37 Momin Basera K.M.E.S. College

38 Ansari Nubi K.M.E.S. College

39 Patel Saba K.M.E.S. College

40 Bardi Talat K.M.E.S. College

41 Shetty Sushmita K.M.E.S. College

42 Ansari Aliza K.M.E.S. College

43 Fakih Safa K.M.E.S. College

44 Bharmal Sadiya K.M.E.S. College

45 Chaudary Fauziya K.M.E.S. College

46 Shaikh Shoaa K.M.E.S. College

47 Bhoir Darshana K.M.E.S. College

48 Kesharwani Radha K.M.E.S. College

49 Khan Ayesha K.M.E.S. College

50 Ansari Nikhat K.M.E.S. College


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APPENDIX B


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NO. Questionnaire

1 Is English window to outside the world?

2Does family background play any role in

making the child a fluent English speaker?

3Are speaking and listening inter-related with

each other?

4Does mother tongue play a role of an

obstacle in the learning process?

5Is it difficult for the pupil to speak English

fluently in front of others?

6 Is fluency more important than accuracy?

7 Is it necessary to speak English fluently?


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8

Can grammatical errors be over looked in

speaking English?

9Does pronunciation become obstacles in

speaking English?

10 Do you think role play and dramatization aeasier ways of developing speaking ability?

11Do you think that motivation play a role

speaking English language?

12 Should pupil be provide with ample of the

opportunities for speaking English language.

13Do you agree that all new words must be

presented clearly to the class?

14Does students lack confidence in speaking

English language?

15Do you thing reading is a must in speaking

English language fluently?


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16

Do you agree that discussion and debates are

almost necessary in motivating student toEnglish?

17Do you think that self evaluation is an

criterion to improve ones language?

18 Can a pupil improve his speaking abilitywith the help of various language games?

19Do you feel that new words must be

explained with interesting phraseology to the

students for speaking English fluently?

20 Does listening play an important role in

increasing the fluency of English language?

21 Is it necessary to have ample vocabulary?

22Does writing practice help in improving the

English speaking?

23Are only individual effort required for

improving the English skills?


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Is there the need of any guide in improving

the English speaking?

25Does personal interest play any role in fluent

speaking English?

difficulties of varnacular medium in english

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