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कार्यमूलक अनुसन्धान :नमुना चौतिस
कार्यमूलक अनुसन्धान :नमुना चौतिस
Researcher: Janak Raj Poudel
School: Shree Diwas Secondary School
Address : Shuklagandaki- 3 ,Tanahun
Action research on learning new vocabularies of the topic "Who makes differences?" of Grade 8.
1.Identification of the problem
Five students studying in grade 8 of Shree Diwas Secondary School Shuklagandaki Tanahun seems to have low level of participation in learning new vocabularies. What kind of activities helps these five weak students of grade 8 in enhancing new vocabularies?
2.Statement of the problem
There are various challenges in English language classroom which directly hinders in students learning. Among these problems five students in my English classroom couldn't learn new vocabularies and couldn't learn spelling, meaning, word use, word class and correct pronunciation. I provide them enough opportunity to learn new vocabularies but they weren't encouraged to learn new vocabularies and use them in meaningful context. My effort couldn't be fruitful in uplifting vocabulary power due to their ability and different circumstances. The main problem is English is taught as second language in our schools and learning English is problematic for the students of Nepali medium schools.
3.Evidence of the problem
I am lower secondary level English teacher teaching in Shree Diwas Secondary School Shuklagandaki- 3 Tanahun. I have been teaching English subject in grade 8 in this school since last 2 years. There are 30 students in my classroom. Among those students 15 students are actively participate in learning new vocabularies and they are good in using those new words with correct spelling, word class, word use and meaning in any given text. And 10 of them are partially participating in learning new vocabularies and they are not so good in using new words in any context. At last remaining 5 students are hardly participated in learning new words. So due to the above mentioned circumstance my concern is to find out reason behind their less participation in learning new vocabularies and suggests some remedial measures to improve their learning vocabularies and adopting effective strategies.
4.Objectives of the research
The objectives of this research are as follows:
- To find out reasons behind students less participation in learning new vocabularies.
- To suggest some remedial measures in enhancing students vocabularies power.
5.Possible causes of the problems
The possible causes of the five students of grade 8 in not taking active participation in learning new vocabularies are listed below:
- Lack of motivation
- Lack of English learning environment in the classroom.
- Lack of learning new words at home.
- Fear of possible errors.
- Lack of enough practice in and outside the classroom.
- Due to shyness and hesitation.
- Lack of learning vocabulary with its spelling, meaning, word use, word class and correction pronunciation.
- Lack of attention.
6.Possible solving measures of the problems
- Firstly, I will start teaching inside the classroom by modeling myself the reading text given in the textbook and make rest of the students to follow me. Then I will make some other good students to read the same text in the same procedure.
- Secondly, I will make students to underline the new words in their textbook which they felt difficult in pronunciation, spelling, meaning, word class and word use. Then I will make the students to encounter the new words, get the meaning and word form of those new words, consolidating word form and meaning in memory and make them to use new words.
- Thirdly, I will divide the students in 5 different groups and I put them in circle. There are 6/6 students in each groups. Then I will make each student to read 1/1 new words turn by turn in circle of these new vocabularies. New vocabularies from the lesson 'Who makes differences'
|
stood |
untruth |
impossible |
messy |
figure |
|
reviewed |
records |
surprised |
ashamed |
smiling |
|
brilliant |
excellent |
popular |
Terminal illness |
remarked |
|
penned |
Clumsily wrapped |
dabbed |
attention |
revealed |
- Fourthly, I will provide ample opportunity for the student's to read these new words given in the table. At the same time I make students to memorize spelling, identify word form as well as word class and use these words in meaningful context.
- Lastly, I will implement many techniques such as Stop the bus, Erasing words, Hangman, Back to the board, Odd one out in learning new vocabularies.
7.Procedures of action
The procedure of action research is based on cyclic process where for all alternatives with plan are applied until getting the achievements. Regarding cyclic process they are plan, act, observation and reflection.
Plan
| Action Plan | |
| Focus | Improving students learning new vocabularies |
| Why |
|
| S N | What | How | Who | when |
| 1 |
preparation of the plan |
By writing proposal | Janak Raj Poudel | By 1st week of jestha |
| 2 | Implementation of the action plan by involving students | using better reading strategies by involving students in group activity and adopting better reading strategies | English language teachers and students | 2nd week of Jestha |
| 3 | Data collection |
|
students | 3rd week of Jestha |
| 4 | Report writing | Typing report myself | Janak Raj Poudel | 4th week of Jestha |
Act
After submitting the action plan, I started the action pre learning activities. I prepared different list of new vocabularies by typing it in a piece of paper and I distributed it in the class. Turn by turn I made students to read that new vocabularies in front of the class. After that activity I knew the real ground level of the students. I requested those weak students to underline the new words which they feel difficult to pronounce it. I started my teaching learning activities by thinking their problem and I divided the students in different small groups and assigned them different task to each group of students. I found some of the weak students are learning by doing co- operation, co- ordination with their friends. Their friends were helping them in meaningful and fruitful learning of new vocabularies text. I implement different activities like:
- I make them memorize those words with correct pronunciation and spelling.
hugged, surprised, terminal illness, figure, remarked, dabbed, reserved, clumsily wrapped, messy, impossible, wedding, revealed, terminal illness, records etc
- I make students to complete this table by selecting those words.
| Words related to good | Words related to disorder | Words related to occasions | Word related to explained |
- I make students to identify odd words from the list of these related to similar meaning, word class etc.
a.Brilliant, excellent, messy, smiling
b.Untidy, figure, clumsily, messy
c.Hugged, remarked, revealed, penned
d.Stood, reviewed, hugged, wedding
- Then I make students to learn new words using the technique back to the board. The word lists for back to the board are:
| stood | perfume | excellent |
| ashamed | wedding | hugged |
| Terminal illness | whispered | revealed |
I divide the students into two groups. I make one player from each team comes to the front of the class and sits with their back to the board. I tell the two players that they are not allowed to look at the board. I write these words I want the students to revise on the board behind the two players, making sure the words can be mimed. When I say 'go' the two teams start miming the first word to their player sat at the front of the class. If any players guess correctly to the given words score a point for their team. So such activities help students in learning new vocabularies. Then I decided to test the following criteria through reading test:
- spelling
- meaning
- word class
- word form
- pronunciation
- use in contextual sentences
I recorded all their activities of each group of the students and make them to listen again and again. I also requested them to find out their mistake after hearing their recorded activities. After that I provided some English short paragraph in the form of text cut out and made them to read those sentences and underline the new words and tell its different forms.
Then I also placed some of the students in circle and made them to practice new vocabularies in the form of chain. I also conducted Stop the bus, Erasing words, Hangman, Back to the board, Odd one out game inside the classroom in improving spelling, meaning, word use, pronunciation etc. Each group of students tried to show their better performance in learning new vocabularies. I prepared other different model of new vocabulary in every weeks and made weak students to practice in front of the class.
Observation
I conducted new vocabularies contest to observe the proficiency of the weak students of Grade 8 to improve their vocabulary power. I record it and make them to listen and find out their mistake. The weak students are very excited in the contest. They were able to show their better performance. They are able to read any written text, English news, cut out, with correct pronunciation, spelling, meaning, word use and word form. After using these techniques in my language classroom I found that weak students were motivated to learn new vocabularies in and outside the classroom with their friends. The shy and hesitated students also started to learn new vocabularies with their friends. Therefore, after the implementation of my plan in English classroom I found positive change in student's behavior.
Reflection
The act I applied in my classroom really increased the weak student's active participation in learning new vocabularies. It is the last process of the cycle. Here I analyzed the result obtained in the post learning test. I hoped that it helped in improvement of the learning new words of the weak students. I shared this idea with my fellow teachers and colleagues in the school. I myself mirrored my new teaching way in the classroom. I could get what I expected on the part of the students.
Dissemination
Finally, the action research was fruitful to learn those students. Therefore, me as an English teacher I wanted to improve my teaching styles as far as possible.
तपाई पनि जुनसुकै तह र विषयको Action रिसर्च Share गर्न चाहनुहुन्छ भने siknethalo@gmail.com मा email गर्न सक्नुहुन्छ ।
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