Chapter No.

INTRODUCTION 1.1 1.2 1.3 Introduction Significance of the study Statement of the problem

1.4
1.5 1.6

Definition of the term

Objectives of the study Scope & limitation

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 English language 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 functional knowledge 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 .

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.

1.3 STATEMENT OF THE PROBLEM: The difficulty faced in English by XI standard students of Urdu medium in Junior College".

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. :Spoken language of English subject taught is school and colleges. :System of sounds, pattern etc used human to express though and felling from language, used by particular nation state.

English

Language

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.

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

Chapter No.II REVIEW OF RELATED LITERATURE 2.1 2.2 2.3 Introduction Studies in India Studies in Abroad

2.5

Conclusion

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.

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 sudy of std. XI to minimize these errors in Written English. 3. To implement the designed remedial reaching programs for the students of std. XI to minimize these errors in written English. Findings : 1. The student of the control group did not differ significantly with the experiment group in committing orthographically errors in written English in the pre-test. 2. The students of the control group did not differ significantly with the experimental group in their mean scores in the per-test.

10

Aggarwal Santosh-1998 : The three language formula its status in school curriculum. Objectives : To understand the nature and importance or language in the Indian educational content. To understand the position of the long uses of Indian in the accident medieval and British periods. To make survey of the position of language teaching in score school. 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.

11

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.

12

Chapter No.III

Methodology Of The Study 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 Introduction Types of research Research design Research methodology Population Sampling Tools Data collection Techniques of data analysis

13

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.

14

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.

Types Of Research

Fundamental Research

Applied Research

Action Research

1.Fundametal /pure /theoretical research: This type of research is original or basic in character, and imaginative and painstaking research worker, with his qualities of honesty 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.

15

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

16

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 selecting items to be deserved for the given study. 2. The observation design which deals which relate to the condition under which the observation are made. 3. The statistical design which concern with the question of concern with the question of how many are to be analysed and statistical method to use. 4. The operational design which deals with the techniques by which the 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.

17

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 of cases at a particular time. It is not concerned with the characteristic of individuals as individuals. It is concerned with generalized statics that result when data abstraded 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. Research Methodology

Historical Method

Descriptive Method (Survey method)

Experimental Method

18

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.

19

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.

20

3.6 SAMPLING: 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 it is 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 more reliable. Types of sampling: [A] Probability sampling method. [B] Non probability sampling method Types of sampling

Probability Sampling 1. Simple random sampling. 2. Stratified sampling. a. Proportionate stratified purposive random sampling. b. Disproportionate stratified random sampling. 3. Area of cluster sampling.

Non-Probability Sampling 1. Quota sampling. 2. Accidental sampling. 3. Judgmentator or

sampling. 4. Systematic sampling. 5. Snow ball sampling. 6.Saturation sampling. 7.Dense sampling.

21

[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 the sample is taken must be known to the investigator. ii. Each element or individual in the population must have an equal chance 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 nonprobability sampling method.

22

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.

23

(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.

24

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.

25

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 on measuring 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 quantitative data. 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.

26

Chapter No.IV

ANALSIS AND INTERPRETATION 4.1 4.2 Introduction Interpretation

27

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 nonparametric statistics.

28

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 the collected data lies in its proper interpretation. It provides certain conclusions about the problem under study.

29

Sr. No. Q. No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 50 13 17 18 19 20 21 22 23 24 25 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Yes 39 44 44 43 47 21 20 22 45 43 31 45 44 45 46 44 39 35 30 43 42 33 29 38 46

% of positive 78% 88% 88% 86% 94% 42% 40% 44% 90% 86% 62% 90% 88% 90% 92% 88% 78% 70% 60% 86% 84% 66% 58% 76% 92%

No 11 6 6 7 3 29 30 28 05 7 19 5 6 5 4 6 11 15 20 7 8 17 21 12 4

% of negative 22% 12% 12% 14% 6% 58% 60% 56% 10% 40% 38% 10% 12% 10% 8% 12% 22% 30% 40% 14% 16% 34% 42% 24% 8%

30

Question-1 : Is English window to the outside the world? No. of students Yes No 39 11 Percentage 78% 22%

Chart Title
90 80 70 60 50 40 30 20 10 0 yes no percentage

Interpretation: The researcher found that 78% of the students agree is English window to outside the world but 22% students not agree.

31

Question-2: Does family background play role in making child a fluent English speaker? No. of students Yes No 44 6 Percentage 88% 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?

32

No. of students Yes No

50 45 40 35 30 Yes, 44

Percentage 88% 12%

44 6

Yes

25 20 15 10 5 0 No, 6

No

Interpretation: The researcher found that 88% of students are given positive answer and 12% listening are inter-related. students are not agree that speaking and

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

33

No. of students Yes No

50 45 40 35 30 Yes, 43

Percentage 86% 14%

43 7

Yes

25 20 15 10 5 0 No, 7

No

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? No. of students Percentage

34

Yes No
50 45 40 35 30 25 20 15 10 5 0

47 3
Yes, 47

94% 6%

Yes No

No, 3

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? No. of students Yes No 21 29 Percentage 42% 58%

35

35 No, 29

30

25 Yes, 21 20
Yes No

15

10

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? No. of students Yes No 20 30 Percentage 40% 60%

36

35 No, 30 30 25 Yes, 20 20 15 10 5 0
Yes No

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? No. of students Yes No 22 28 Percentage 44% 56%

37

30

No, 28

25 Yes, 22 20

Yes

15

No

10

Interpretation: The researcher found that 44% of the students say 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? No. of students Yes No 45 5 Percentage 90% 10%

38

50 Yes, 45 45 40 35 30
Yes

25 20 15 10 No, 5 5 0

No

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 think role play and dramatization an easier way for developing speaking English? No. of students Yes No 43 7 Percentage 86% 14%

39

50 45 40 35 30 25 20 15 10 5 0 No, 7
Yes No

Yes, 43

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? No. of students Yes No 31 19 Percentage 62% 38%

40

35 Yes, 31 30

25 No, 19
Yes No

20

15

10

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? No. of students Yes No 45 5 Percentage 90% 10%

41

50 Yes, 45 45 40 35 30
Yes

25 20 15 10 No, 5 5 0

No

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? No. of students Yes No 44 6 Percentage 88% 12%

42

50 45 40 35 30 25 20 15 10 No, 6 5 0
Yes No

Yes, 44

Interpretation: Researcher found that 88% of the student agree that all new words must be presented clearly to the class whereas 12% of the students do not agree with it.

Question-14 : Does students lack confidence in speaking English language? No. of students Yes No 45 5 Percentage 90% 10%

43

50 Yes, 45 45 40 35 30
Yes

25 20 15 10 No, 5 5 0

No

Interpretation: The researcher found that 90% of the students have lack of confidence in speaking English language and 10% of the students does not have the lack of confidence.

Question-15 : Do you think reading is a must speaking English language fluently? No. of students Yes No 46 4 Percentage 92% 8%

44

50 Yes, 46 45 40 35 30
Yes

25 20 15 10 5 0 No, 4

No

Interpretation: The researcher found that 92% of the students think 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? No. of students Yes No 44 6 Percentage 88% 2%

45

50 45 40 35 30 25 20 15 10 No, 6 5 0
Yes No

Yes, 44

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? No. of students Yes No 39 11 Percentage 78% 22%

46

45

40

Yes, 39

35

30

25
Yes No

20

15 No, 11 10

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? No. of students Yes No 35 15 Percentage 70% 30%

47

40 Yes, 35 35

30

25
Yes No

20 No, 15 15

10

Interpretation: The researcher found that 70% of the students think 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? No. of students Yes No 30 20 Percentage 60% 40%

48

35 Yes, 30 30

25 No, 20 20
Yes No

15

10

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? No. of students Yes No 43 7 Percentage 86% 14%

49

50 45 40 35 30 25 20 15 10 5 0
Yes No

Yes, 43

No, 7

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? No. of students Yes No 42 8 Percentage 84% 16%

50

45 40 35 30 25 20 15 10 5 0

Yes, 42

Yes No

No, 8

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? No. of students Yes No 33 17 Percentage 66% 34%

51

35

Yes, 33

30

25

20 No, 17 15
Yes No

10

Interpretation: The researcher found that 66% of the students think writing practice help in improving the English speaking and 34% of the students do not agree with it.

Question-23 : Are only individual effort required for improving the English skill? No. of students Yes No 29 21 Percentage 58% 42%

52

35

30

Yes, 29

25 No, 21 20
Yes No

15

10

Interpretation: The researcher found that 58% of the students say individual effort required for improving the English skill and 42% of the students do not agree with it.

Question-24 : Is there the need of any guide in improving the English speaking? No. of students Yes No 38 12 Percentage 76% 24%

53

40 35 30 25 20 15

Yes, 38

Yes No

No, 12 10 5 0

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? No. of students Yes No 46 4 Percentage 92% 8%

54

50 Yes, 46 45 40 35 30
Yes

25 20 15 10 5 0 No, 4

No

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.

55

Chapter No.V

Findings and conclusion 5.1 5.2 5.3 5.4 Introduction Findings and interpretation Recommendation Suggestions / Remedies

56

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.

57

5.2 FINDINGS AND CONCLUSION: High percentage of Jr. College students think English is of outside the world. High percentage of Jr. College students agree that family background plays a special role in making the child a fluent English speaker. High percentage of Jr. College students accept mother tongue plays a role of an obstacle in the learning process. High percentage of Jr. College students say pupil has a difficulty to speak English in front of others. Low percentage of Jr. College students tell fluency is more important than accuracy. Low percentage of Jr. College students thinks to speak English fluently is necessary. Low percentage of Jr. College students feel grammatical error be over looked in speaking English. High percentage of Jr. College students say pronunciation become an obstacles in speaking English. High percentage of Jr. College students describe role play and dramatization is a easier way of developing speaking English ability. High percentage of Jr. College students think motivation play a role in speaking English language. High percentage of Jr. College students accept pupil should be provide with ample of the opportunities for speaking English language. High percentage of Jr. College students agree that all new words must be presented clearly to the class. High percentage of Jr. College students accept that students has lack of confidence in speaking English language. High percentage of the Jr. College students think reading is a must in speaking English. High percentage of the Jr. College students agree that discussion and debates are almost necessary in motivating student to English.

58

 High percentage of Jr. College students feel self evaluation is and criterion to improve ones language. High percentage of Jr. College students say various languages games can help pupil to speak English. High percentage of Jr. College students feel by explaining interesting 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 can help in improving English speaking. High percentage of Jr. College students tell individual efforts must required for improving the English skill. High percentage of Jr. College students feel there is a need of guidance in improving English. High percentage of Jr. College students tell personal interest plays a role in fluent speaking English.

59

60

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 solving grammar of English subject. Parents should encourage their children to practice cross word puzzles. 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.

61

APPENDIX A

62

Sr.No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Name Of The Student Ansari Seema Bano Moid Hasan Momin Rubina Gufran Shaikh Lubna Niyaz Ahmad Ansari Khushnuma Faizan Ansari Anam Shakeel Fazlani Nadiya Rafique Sayyed Hoor Imtiyaz Ahmed Farooqui Samreen Naseem Sayyed Farheen Imtiyaz Ahmed Ansari Amirun Nisa Nasruddin Khan Sadiya Parveen Ansari Tuba Aashique Ali Ansari Daniya Azmatullah Khan Shumaila Aslam Ansari Aqsa Hamza Ansari Majra Jamil Momin Bushra Ansari Nausheen Shamim Ahmed Ansari Sana Husain Ahmed Gujar Aayesha Simab Momin Seema Muneer Ahmad Ansari Safina Bano M.D.Anis Ansari Nazareen Abdul Aziz Ansari Shaista Mohd Shahezade Ansari Adiba M.Athar

College Name Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College

63

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

Ansari Shaheena Abdussamd Ansari Tahreem Gazal Md.Moeen Ansari Naziya Bano Mumtaz Ahd. Shaikh Aiman Shakil Ahmed Ansari Tasleema Mohd.Nizam Khan Shabnam Ansari Iqra Kausar Mohd. Haroon Ansari Sheeba Mukhtar Ansari Bazega Mohd.Islam Ansari Saima Ataur-Rahman Ansari Sana Iqbal Momin Basera Ansari Nubi Patel Saba Bardi Talat Shetty Sushmita Ansari Aliza Fakih Safa Bharmal Sadiya Chaudary Fauziya Shaikh Shoaa Bhoir Darshana Kesharwani Radha Khan Ayesha Ansari Nikhat

Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College Al-Noor Jr.College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College K.M.E.S. College

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APPENDIX B

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NO.

Questionnaire

Is English window to outside the world?

Does family background play any role in making the child a fluent English speaker?

Are speaking and listening inter-related with each other?

Does mother tongue play a role of an obstacle in the learning process?

Is it difficult for the pupil to speak English fluently in front of others?

Is fluency more important than accuracy?

Is it necessary to speak English fluently?

66

Can grammatical errors be over looked in speaking English?

Does pronunciation become obstacles in speaking English?

10

Do you think role play and dramatization a easier ways of developing speaking ability?

11

Do you think that motivation play a role speaking English language?

12

Should pupil be provide with ample of the opportunities for speaking English language.

13

Do you agree that all new words must be presented clearly to the class?

14

Does students lack confidence in speaking English language?

15

Do you thing reading is a must in speaking English language fluently?

67

16

Do you agree that discussion and debates are almost necessary in motivating student to English?

17

Do you think that self evaluation is an criterion to improve ones language?

18

Can a pupil improve his speaking ability with the help of various language games?

19

Do 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?

22

Does writing practice help in improving the English speaking?

23

Are only individual effort required for improving the English skills?

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24

Is there the need of any guide in improving the English speaking?

25

Does personal interest play any role in fluent speaking English?

69