कार्यमूलक अनुसन्धान : नमुना बइसठ्ठी

• Action Research
• 4 Years, 4 Months ago
• 5210

कार्यमूलक अनुसन्धान : नमुना बइसठ्ठी

By : Hom Bahadur Thapa Magar

School: Kamal Basic School

Address:  Kamalpokhari, Kathmandu

 

Action Research on Improving Reading Skill at Primary Level

 

1.Background

 

It is often said that most of the students studying in government schools go through various problems for learning English language. I also found students quite weaker in English subject compared to other subjects, so I have thought to find out those problems that have created some obstacles for students to learn English as their second language.

Due to those problems left unsolved by the concerned authorities and persons involved in teaching field, learning English language for students in government schools might have been really difficult in so many aspects. And, on the other hand, language learning happens only with the proper learning of all the language-skills. That is to say the proper learning of language skills is what makes students or language learners able to learn language very well.

Pondering up on the progress made by the students studying in class-3 here in Shree Kamal Basic School, Kamalpokhari, I happened to be excited to search for some insights regarding the causes of these problems pulling our students back for learning English and find the solution to them in time. I found our students being lack of language skills making their language learning very slow. So, the content for my action research report is the way forward to the problems for one of the language skills, reading, I found to be dealt with.

 

2.Statement of the Problem

At Shree Kamal Basic (English Medium) School where I have been teaching for almost a year, there are ten students in class-3. I do have English class there. And, so far as I have experienced and got to know their language efficiency, I found them weak in English. Again, having thought about their weaknesses in English which is being taught by me, I made some efforts to have some insights regarding their efficiency they have in English language. And then, I found them quite weaker at reading compared to other skills required for learning English language well. So, I have conducted this action research to address the problems faced by our students to improve their reading skill, reading in class-3 for making their language learning easier, faster and better, too.

 

3.The objective of the Study

 

The main objective of this study is to improve the reading skill of students from class-3 to help them learn English language better. In other words, making the students learn to read the words for the improvement of their overall reading skill.

 

4.Scope and Limitation of the Study

 

This study is focused on the improvement of reading skill of students studying in class-3. Moreover, the researcher has tried to address problems that the students reading only in class-3 at Shree Kamal Basic School are facing to learn reading skill in English which is utmost essential to learn any language. So, this study is limited to only the problems faced by class-3 students regarding reading skill at the same school mentioned above.

 

5.Research Design

After having identified the problem faced by the students regarding reading skill which is utmost essential skill in the absence of which one can't learn any language better, and considering the limitation as well, this action research was decided to be conducted on the basis of the conversation made with students by the teacher, daily observation, and other interaction made with students by the researcher. So, question answer or interaction, daily observation, and other conversations meant to evaluate the progress made by the target students in their reading skill in English have primarily used as the tools in this study. And, with the bid to improve the skill deficiency in students mentioned above, students have been exposed with the listening activities and other activities to be done for improving reading skills. Then, on the basis of the activities that done as mentioned above and reflection made after having implemented the strategic actions or strategic interventions, conclusion has been made accordingly.

 

6.Strategic Interventions/Actions

 

Stage-I

 

a.Plan

For making students read out some words and taking actions to improve their reading skill accordingly, the researcher had discussion with some senior teachers from respective field. After having consulted with some persons and professionals in the related field, the researcher decided to bring the activities into effective as below.

 

b.Action/Implementation:

Some words were written on the board and then each of the students was made to read those words as correctly as possible. But, in an average, only one student out of ten was found to have been able to read the written words correctly. Then the teacher himself made the students follow him by reading those words written on the board. The teacher went on repeating the same activity for several times. And then, again, the students were asked to read the same words already written on the board on which they had already done drilling for several times, now, almost fifty percent students were found to have been able to read those words written on the whiteboard correctly.

 

c. Reflection:

Only the drilling method taken up by the teacher couldn’t be the sole and absolute solution to the problems regarding the reading skill of students reading in class three here at Shree Kamal Basic School. On the other hand, teacher couldn't stop doing the activities though the achievement made was not as expected. That is to say as the teacher (I) was unable to take up other alternatives for the solution of the problems mentioned above due to various reasons.

 

Stage II

 

a.Plan  

As per the activities mentioned above couldn't make myself (the teacher) able to help the students develop reading skill, it was compulsion and equally essential to make the plan for the activities for the further improvement of the reading skill in students. So, again, the researcher(I) decided to make the students do drilling by themselves one by one standing by the white board and looking at those words on the board.

 

b.Action/Implementation

As per the plan made for the further improvement, students were made to do the activities for two days in the very close observation of the researcher. Then, the researcher did some interactions with the students to check how well and how many of them understood to read the words correctly. And then, almost seventy percent of students were found to have understood.

 

c.Reflection

Having made the students do the activities as mentioned above, the researcher found all those activities not enough to help the students develop their reading skill to learn English language? So, then, the researcher decided to use other possible techniques on the basis of trial and use method because some students were still unable to read the longer words correctly.

 

Stage III

 

a.Plan

After having decided to take up further actions to improve the learning skill in students, again, I conducted several discussions with the senior language teachers teaching in this school. Then, I decided to help the students to learn reading longer words by making them do drilling the words breaking into more small words as far as possible. E.g. Underdevelopment as Under+ development, Underquality as Under + Quality. Moreover, I decided to give them more examples of words having the same rhyming pattern like Cut, But, Hut for Nut and so on.

 

b.Action/ Implementation

After I have done several discussions with my senior staff working in this school for some years, I came up with some techniques to help my students improve reading skill. Then, I did as according to the plan I have made. Then, I made a kind of evaluation on the basis of the observation and the interaction as well as question-answer between students and me. Through the observation and other activities made and done as closely as possible to evaluate the learning outcome in the students, almost eighty five percent of students were found to have been able to read the words correctly and doing the activities in a funnier way than earlier.

 

c.Reflection

After these all activities I came to know that the activities I made my students do in the III stage supplement the gap left even after doing the activities and making the required efforts in stage I and II.

 

 

7.Conclusion:

To sum up, if we use only the techniques we are used to, to facilitate the students in their learning, we can't get the outcome of our effort as per the expectation we made after having put our energy into those efforts. So, it's better to use all the possible techniques than depend up on only the techniques we are familiar with. in other words, contextualizing the teaching techniques as per the situation is must especially in the case of language teaching. It means that we cannot fit the situation with the teaching techniques but we must fit our teaching techniques with the context and situation.

It's better to use variety of techniques in our classroom as our classroom might be full of varieties in terms of the language deficiency our students have in the same class. In other words, using the varieties of language teaching techniques is always better to address the heterogeneous types of language deficiency that the students might have.

 

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