कार्यमूलक अनुसन्धान :नमुना तेईस

• Action Research
• 4 Years, 6 Months ago
• 7666

कार्यमूलक अनुसन्धान :नमुना तेईस

Researcher: Janak Raj Poudel

School : Shree Diwas Secondary school ,Shuklagandaki Tanahun

Topic : THE WAYS OF DEVELOPING SHORT PARAGRAPH WRITING FOR WEAK STUDENTS

 

INTRODUCTION

 

The people who are engaged in any profession, they must try to be updated and confidence in their profession. Teaching is also a profession where the teachers are engaged so the teachers also should be updated in their profession. Teaching is directly related to students, contents and techniques. While teaching, different problems can be occurred there. The teacher should solve the problems himself/ herself as far as possible. To overcome the problems the teachers need to do action research.

 

Action research refers to teacher- initiated classroom investigation which seeks to increase the teacher's understanding of classroom teaching and learning, and to bring about change in classroom practices. Action research typically involves small – scale investigative projects in the teacher's own classroom, and consists of a number of phases which often recur in cycles. Therefore, it is also called a cyclical process.

 

As an English teacher of Hilly region where English is used as the second/ third language, I have been facing many problems and solving them as far as I could. Here I have done my action research being based on one problem. Among them one report of my action research is going to present here. The action research was about developing student's short paragraph writing skill in grade 8 those who couldn't enhance their writing confidence in any given topic.

 

Writing is the flow of ideas in systematic way using symbols to communicate. Furthermore, the success in learning language can be seen from the ability of the learner's expressing ideas through verbal symbol. However, it is very hard for the second language learners to express ideas, thought in written form, especially English. There are a lot of reasons why they get difficulties in writing, such as lack of knowledge of grammatical pattern, lack of the vocabularies to express the ideas, lack of correct spelling, lack of practice, lack of motivtion and lack of cohesion, coherence and style of writing. Thus, this research includes some activities, technique and different communicative strategies to improve student's writing proficiency of students of 8 in Shree Diwas Secondary School, Shuklagandaki, Tanahun.

 

This research is a collaborative classroom action research which main purpose is to know whether or not could improve the students' writing skill. The purpose of this research consists of: 1) To develop better  writing skills using different activities like expanding the text, chain story, organization on of good essay and fluency practice which involve all the students in active participation on workshop of writing activities. 2) To enhance their confidence, create accuracy and fluency in writing skill. The data of this research were got from the observation done by the teachers after implementing different writing activities to enhance writing skills after teaching by using student centered techniques in developing writing skill. The result showed that there is an improvement on students' writing skills after the implementation of different activities which develop their writing skills from ground level. Therefore, communicative strategies like students' comprehension, accuracy, fluency, vocabulary, grammatical pattern and pronunciation improve student's writing skill.

 

Action research consists of following four phases in its practices. They are:

• Plan
• Act
• Observation
• Reflection

Action research if it is carried out in accordance with the essence of it, it functions as the tool for teacher professional development.

 

 

1. IDENTIFICATION OF THE PROBLEM

Some of the students studying in grade-8 of Shree Diwas Secondary School Shuklagandaki-3 Tanahun never seem to involve in short paragraph writing activities. So, my concern is to identify “What kind of activities involves all the students of grade-8 in enhancing writing proficiency?”

 

 

 

2. STATEMENT OF THE PROBLEMS

I have been teaching English as lower Secondary level English teacher for 5 years. I noticed that most of the students in the class did not take part in any writing activities. They were nervous to produce utterances in English in written form through verbal symbol inside the classroom. Because of the anxiety, they were unable to develop short paragraph in given topic writing test. I thought there were various challenges that hinder students to deal with writing skill. The students were not provided a lot of opportunity to write in the class. They were not encouraged to write a short paragraph using variety of writing strategies. Somewhere my effort also could not be fruitful due to the ability of students and circumstances. English is problematic subject to the Nepali medium schools. Though the professional teachers' duty is to help to learn the students' problem as far as possible and tried more for the matter. I thought I could improve students' writing proficiency by using varieties of student centered activities in the classroom.

 

 

3. EVIDENCES OF THE PROBLEMS

I am lower secondary level English teacher of my school and teach English subject here. There are altogether 30 students. Out of 30 students 10 students were found to participate in writing activities carefully, 10 students had participated partially in writing and rest of the 10 students not even joined in the writing class. As I enquired them about the reason of not participating in writing activities they present various ways to escape from my queries. So, my research was to find reason behind the less participation of students in writing and suggest some remedial measures to improve writing proficiency of those students using varieties of activities.

 

 

 

4. OBJECTIVES OF THE RESEARCH

The following objectives were designed to carry out this action research:

• To find out the causes of not taking part in the writing activity.
• To enhance their confidence in writing skill and create fluency in writing by adopting better writing activities.

 

 

 

5. POSSIBLE CAUSES OF THE PROBLEM

The possible causes of not taking part in the free writing activities by the students of grade 8 are mentioned below:

• Lack of proper conversation in the English classroom.
• Lack of vocabulary and inability to select the words.
• Lack of confidence.
• Lack of attention.
• Lack of over monitoring the grammar system before writing.
• Lack of practice.
• Shyness and hesitation.
• Lack of English speaking environment inside the classroom

 

 

6. POSSIBLE SOLVING MEASURES OF THE PROBLEMS

In order to make all the students participate in free writing activities in the English language class I have selected the following strategies to implement with the students of grade eight:

• Firstly, I will promote language learning by enriching learners' vocabulary, acquiring new language structures through clues related to the topic.

 

• Secondly, I will provide students' ample opportunity to interact in meaningful context, by involving in different activities while developing vocabulary and structures for e.g. First I instructed the students to make list of things inside the classroom, then make them to add adjectives before that words, after that add preposition after that phrases and at last add there is/ there are before that phrases and meaningful sentences.

 

• Thirdly, I will make student do collaboration of their peers and teachers in creating meaning contexts, and negotiating meaning in those contexts through real activities expanding the text, chain story, organization of good essay and fluency practice.

 

• Fourthly, I will implement many techniques using different vocabulary developing activities like Blackboard Bingo, stop the bus, cross words, favorite words, recalling word, jumbled words, word out of, board race, modeling, anagram that can be used in developing free writing skill.

 

• Lastly, students' are placed in classroom setting following teachers' instruction and teachers also should consider teaching environment, teaching method, materials, students' mentality, their ages, genders and so on for enhancing writing skills.

 

So, this study chose to use communicative strategies as a technique to improve the writing abilities of students.

 

7. PROCEDURES OF ACTION

The procedures of action research based on cyclic process where for all alternatives with plan and applied them until getting the achievements. Regarding cyclic process there are plan, act, observation and reflection.

 

 

PLAN

 

First of all I wanted to apply for the first alternatives so I planned for the first alternatives very well according to the problems of writing fluently and correctly. I completed the first cycle of the action research in the following way:

Action Plan

Focus	Improving students' free writing skills
Why	To find of the causes of students not taking part in writing activity     To enhance their confidence in writing skill by adopting better teaching writing strategies  and create accuracy and fluency in writing by using different communicative activities.

 

 

S.N.	What	How	who	when
1.	Preparation of plan	By writing proposal	Mr. Janak Raj Poudel	By2nd  week of Baishakh
2.	Implementation of the action plan by involving students in writing activity through expanding the text, chain story, organization of good essay and fluency practice and academic writing with different forms of essays.	Using communicative writing strategies like blackboard Bingo, stop the bus, crosswords, favorite words, jumbled words, recalling words brainstorming, hangman board race, back to the board, simon says, anagram, tongue twisters to practice and improve their writing proficiency by dividing students in group	English language teachers and students	3rd week of Baishakh
3.	Data collection	Diary notes communicative strategies contest writing test	Teacher and students	4th week of Baishakh
4.	Report writing	Typing report myself	Mr. Janak Raj Poudel	1st week of jestha

 

 

ACT

 

After submitting the action plan, I started the action pre writing test. First, I selected 30 students of grade 8 who were studying English. I prepared the questions for writing test. Especially, I designed two types of question for writing test: expanding the text and chain story. Likewise, I also make students involve in real activities of blackboard bingo, stop the bus, crosswords, erasing words jumbled words, recalling words, hangman, conversation and story sharing. I decided to test following criteria through written test.

• vocabulary
• spelling
• grammar
• paragraph writing

 After that I make the students to be involved in real activities of expanding the text, chain story, arranging the jumbled words, conversation, storytelling. Then I video record it and make them to watch it again and point out mistake to improve their writing proficiency. First, I divided them into five groups in equal number. I presented them activity of expanding the text. After showing that activity I ask them to expand the text and provide them some clues. The students practice the same activity in groups in chain. The students discussed in groups and presented in the class. I presented them a short paragraph through picture description every week. Then I realized that they were motivated to write with their friends. Then I changed the presentation of the activity. I gave them separate topic to write a paragraph and asked them to read the assigned task in their own groups. After completion of the presenting task in each group, I asked all groups to combine every part in correct order and create an organization of good essay and fluency practice. I asked them to tell them in chain in a circle. I changed the topic and make them to develop good essay.

 

 

 

OBSERVATION

After the implementation of the real activities like expanding the text, chain story, arranging the jumbled words, conversation, presenting their written task. I conducted written test to observe their writing proficiency then video record it and play it again to find out their mistakes of writing proficiency. The students participated in the paragraph/ essay writing activity and they were able to expand the text, to make chain story, arrange jumbled words, recall the words, guess the word etc. I also administrated written test to measure their writing skill. Finally I analyzed the result and found that they improved their writing proficiency. After using this technique, I found that my students were motivated to engage in free writing activity inside the classroom with their friends. The weak students also started to write a paragraph in the classroom. Therefore, after the implementation of my plan, I observed its effect on students’ behavior. It could satisfy me because of out of 30 students 25 students took part with their interest to share their innovative ideas and only 5 students were seems to be less interested in writing activities.

 

REFLECTION

It is the last process of the cycle, here I analyzed the result obtained in the post writing test, I found that it helped for improvement, I will continue the techniques and I shared this idea with my fellow teachers and colleagues in the school. I followed the action as in my action research proposal. My aim was to improve the students' writing proficiency. As I conducted my research, I found the result as I assumed. The act I applied in my students really increased the participation in the writing activities. I myself mirrored my new teaching way in the class. I could get what I expected on the part of the students.

 

Dissemination

Finally, the action research was fruitful to learn those students. So if we do the same thing differently we can win or do the best as Shiva Khera says. Therefore, me as an English teacher I wanted to improve my teaching styles as far as possible.

 

 

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