1

INTRODUCTION

The word „research‟ in common refers to search for knowledge. It can also be define as a
scientific and systematic search for pertinent information on a specific topic. In fact, it is an art
of scientific investigation. It is a careful investigate or inquiry especially through search for new
facts in any branch of knowledge.

Research is conducted to evaluate the validity of a hypothesis or an interpretive framework to

assemble a body of substantive knowledge and finding for sharing them in appropriate manners
and to generate question for further inquiries.

According to Clifford Woody, “Research comprises defining and redefining problems,

formulating hypothesis or suggested solutions; collecting, organizing, and evaluating data;
making deductions reaching conclusions; and at last carefully testing the conclusions to
determine whether they fit the formulating hypothesis.

According to D. Slesinger and M. Stephenson. “The manipulation of things, concept or symbol

for the purpose of generalizing to extent, correct or verify knowledge, whether that knowledge
aids this construction of theory or in the practice of an art.” It is, thus, an original contribution to
the existing stock of knowledge making for its advancement.

Research had been categories into three different types based on it Nature, they are-

(1) Fundamental Research:

Fundamental research, also known as basic research or pure research does not usually generate
findings that have immediate applications in a practical level. Fundamental research is driven by
curiosity and the desire to expand knowledge in specific research area. This type of research
makes a specific contribution to the academic body of knowledge in the research area.

(2) Applied Research:

Applied research “aims at finding a solution for an immediate problem facing a society, or an
industrial/business organization, whereas fundamental research is mainly concerned with
 2

generalizations and with the formulation of a theory”. Applied research is considered to be non-
systematic inquiry and it is usually launched by a company, agency or an individual in order to
address a specific problem.

(3) Action Research

Action research is very popular in the field of education because there is always room for
improvement when it comes to teaching and educating others. Sure, there are all types of
methods of teaching in the classroom, but action research works very well because the cycle
offers opportunity for continued reflection. In all professional fields, the goal of action research
is to improve processes. Action research is also beneficial in areas of teaching practice that need
to be explored or settings in which continued improvement is the focus.

1. CONCEPT OR THEORETICAL BACKGROUND OF THE STUDY:

Researcher is an integral part of teaching. Research is a systematic inquiry that investigates

hypothesis; suggest new interpretation of data on text and poses new questions for future
research to explore. It is a process of discovering new knowledge and to describe, explain,
predict and control the observed phenomenon.

Depending upon the outcomes of research, research is classified into three types, which are as
follows-

1. Fundamental Research (also known as pure/basic theoretical research).

2. Applied Research.

3. Action Research.

1.1 ACTION RESEARCH

Action research refers to a wide variety of evaluative, investigative, and analytical research
methods designed to diagnose problems or weaknesses, whether organizational, academic, or
instructional and help educators develop practical solutions to address them quickly and
efficiently. Action research may also be applied to programs or educational techniques that are
not necessarily experiencing any problems, but that educators simply want to learn more about
 3

and improve. The general goal is to create a simple, practical, repeatable process of iterative
learning, evaluation, and improvement that leads to increasingly better results for schools,
teachers, or programs. Rather than action research allows teacher to address those issue that are
closest to them and that they can make desirable action changes. It used by supervisors as well as
administrators to improve their discussion and. Identify a problem that we went to solve in our
classroom. This might be something quit specific such as why certain pupils do not answer or
find on aspect of our subject hard or de-motivating

Educators typically conduct action research as an extension of a particular school-improvement

plan, project, or goal i.e. action research is nearly always a school-reform strategy. The object of
action research could be almost anything related to educational performance or improvement,
from the effectiveness of certain teaching strategies and lesson designs to the influence that
family background has on student performance to the results achieved by a particular academic
support strategy or learning program to list just a small sampling.

1.2 CONCEPT OF THE TOPIC

Languages generally have an important function in terms of communication and exchange of

ideas and interests among people. It can be seen that many necessary and inevitable things
depend on language. Therefore whether language is written or spoken it should be clear and
straight forward. No doubt most official issues relay on written language such as treaties, matters
of trade and other things of paramount impotence. Therefore the more there is stress and for
language especially English language which is world language, the more people on particularly
students will make much progress and development on this field.

But the study showed here the process of action research- the setting, focus, investigation,
response, reflection as well as action and identified some problems occurring in the concerned
classroom. Students may have problems in case of sentence making in English language. The
main reason may be the students will not aware about the consequences of sentence making. This
study also tries to investigate how researcher can develop awareness among the students by
solving their problems with the help of proper planning, action, observation, reflection, revision
and finally reporting and enhance students to reach the goal within the limited time period.
 4

1.3 DELIMITATION OF THE STUDY:

The Action Research study has been carried out and submitted to Gauhati University in partial
fulfillment of B.Ed. degree. This research study is delimited to the following –

a. This study is delimited only the district of Kamrup.

b. This study is delimited only Secondary Education.

c. This study is delimited only to the pupils of class -X.

d. This study is delimited only to Palashbari Anchalik High School, Agchia

e. This study is delimited only to the problem of sentence making in the subject of
English among the student of class-X.

1.4 RESEARCH QUESTION:

The researcher will try to investigate and identify the actual problems facing students in
learning English language, specially based on teaching learning experienced gained while doing
internship in Palashbari Anchalik High school, Agchia. The problem that is observed amongst
the students of class- X in the English language class is especially in building English sentences,
Moreover, it will try to find out why students have such problems, analyze accurately the
difficulties that our students have in learning each pattern, as well as discover remedies for these
problems and suggest solutions.

2. RATIONAL OR SIGNIFICANT OF THE STUDY:

English language is really considered as a significant language since it has been used for
communicating worldwide. Therefore, learning English is very common in many countries and
language learning styles, especially reading styles are learned differently by students in
globalization. More importantly, language learning styles are the core factors that help decide
how the students learn a foreign language.
 5

For the development of language skills, all the three skills should be taught in a systematic,
organized and well balanced proportioned manner. But some problems affect these skills
adversely. Sentence making is one of the common problems in written languages. Sentence
making do not usually prevent the reader from understanding what the writer is trying to say, but
they can create a negative impression. It is important to the teacher to have a strategy for
correcting student‟s sentence pattern during the lesson and outside lesson. In the process of
learning something new involves making errors. Some of them are random and the results of
memory lapses, distraction, carelessness, fatigue on in advertent mistakes. These errors occur
irregularly and are usually self-detected and self-corrected.

The aim of this study is to find out some immediate and effective solutions or measures to solve
this problem of making English sentence.

By improving the sentence pattern, we can help the students to write correctly and to enable to
achieve a good academic result. Sentence is an integral part a language instruction for every
student.

Study on the problem of sentence making on English language helps teachers to find out the
main factor behind the problem and the possible ways to solve the problems, which will help the
learners to reducing error in sentence an acquire fluency and accuracy on English language.
Reduction of sentence error increase confidence of students on English language and helps them
to secure good academic performance and will help them in their future life.

3. OBJECTIVES OF THE STUDY:

The objectives of this research study is to determine the probable causes which have led to
problem of understanding the structure of sentence in English language and to device some
immediate measures to tackle this problem particularly in relation to the students of Palashbari
Anchalik High School of Class X.

The main objectives are as follows:

1) To investigate the nature of the problem of sentence writing in the subject of English among
the students of class X of Palashbari Anchalik High School, Agchia.
 6

2) To encourage the students to practice more and more writing so that they get rid of error in
sentence construction among the students of class X of Palashbari Anchalik High School,
Agchia.

3) To develop the skill of understanding of English sentence among the students of class X of
Palashbari Anchalik High School, Agchia.

4. ACTION HYPOTHESIS:

The following hypotheses have been formulated to conduct this research Study:

H1=It is assumed that there are some actual reasons behind the problems of writing English
sentences in the subject of English among the students of class X of Palashbari Anchalik High
School, Agchia.

H2= It is assumed that the students will practice more and more writing so that they get rid of
error in sentence construction among the students of class X of Palashbari Anchalik High
School, Agchia.

H3= It is assumed that the students will develop the skill of understanding of English sentence
among the students of class X of Palashbari Anchalik High School, Agchia.

5. METHODS OF DATA COLLECTION:

After formulating the action plan, the next important task for the researcher is to collect relevant
data. Data collection is a process of collecting information from all the relevant sources to find
answers to the research problem, test the hypothesis and evaluate the outcomes. The goal for data
collection is to gather accurate and true evidence that then. Translates to rich data analysis and
allows the formulation of a convincing and credible answer to questions that have been posed.
Accurate data collection is essential to maintain the integrity of research. Collection of data
should always be based on an analysis of the various methods of data collection; their relative
merits and demerits; nature of the data required, the time available for carrying out of the
research; as well as a consideration as to how the data collection to be interpreted. Moreover the
researcher has to consider ethical issues related to data collection besides obtaining permission
from the concerned.
 7

Generally there are three types of data collection. The researcher should select the method for
collecting data which will be reliable and convenient for his/her problem. They are –

Experimental Method - The experimental method is a systematic and scientific approach in

which the researcher manipulates one or more variables, controls and measures any change in
other variables. This method relies on controlled situation or conditions, random assignment and
the manipulation of variables to test a hypothesis. The researcher collects relevant data or
evidence that confirms or rejects the hypothesis formulated as a tentative answer to the question
under research. Testing of hypothesis in order to establish cause and affect relationships requires
controlling the variables under study.

Diagnostic Method - The diagnostic is that the Identification of a condition, disorder, or

problem by systematic analysis of the background or history, examination of the signs or
symptoms, evaluation of the research or test results, and investigation of the assumed or probable
causes.

A diagnostic procedure is an examination to identify an individual's specific areas of weakness

and strength in order determine a condition. The strength or weakness special diagnostic tests are
given to analyze the specific causes of the problems selected by the researcher for investigation.

In this action research study this method have been employed to collect related data at the
following –

i) Before determining the topic of investigation.

ii) For selecting the sample.

iii) Before and after applying remedial measures.

Diagnostic method is mainly used for this research study.

Case study Method - The case study research method is an empirical inquiry that investigates a
contemporary phenomenon within its real-life context. Case study is a popular research method
in education area. Case studies aim to analyze specific issues within the boundaries of a specific
environment and situation. It makes an intensive investigation on the complex factor that
contributes to the individuality of a social unit, a person, social institution or community. Case
 8

studied emphasized detailed contextual analysis of a limited number of events or condition and
their relationships.

6. DESCRIPTION OF THE POPULATION AND SAMPLE:

The researcher should be clearly defining the population through which the researcher will draw
the sample and describe procedure that will help to select the sample.

6.1 POPULATION:

Population generally describes the larger group. It is define as the process of taking a subset of
subject that is representative of the entire population. Thus, to study whole population it required
much time. It is not possible for action research because action research required immediate
solution of the problem. It requires a sample of the total population.

6.2 SAMPLE

Sample is a small percentage of the large populations are selected for research. It can be
statistically explained as being a subset of population. A sample will able to give an idea of the
characteristics of the larger group from where it has been drawn. It is possible to make deduction
of the larger population on the basis of sample. Sample can be collected either by probability
sampling or by no probability sampling.

6.2.1 PROBABILITY SAMPLING:

In probability sampling, every item of the population has an equal chance to be included. It is
known as random or chance sampling. This kind of sample is selected in such a way that every
element chosen has a known probability of being included.

6.2.2 NON PROBABILITY SAMPLING:

Non-probability sampling is a sampling technique where the samples are gathered in a process
that does not give all the individuals in the population equal chances of being selected. Here item
are selected deliberately by the researcher to constitute a sample. Here the selections of the items
remain supreme. The researcher may experience his own judgment based on experience for
including a number of the students in the sample.
 9

The researcher chose the non-probability sampling for his/her research work.

6.3 POPULATION OF THE PRESENT STUDY:

The population of this research study is the total number of students in class X that is 39 students
of Palashbari Anchalik high School, Agchia.

6.4 SAMPLE OF THE PRESENT STUDY:

In this research study the sample is 14 students of the concerned class and they belong to the age
group 15(+) years.

7. TOOLS OF DATA COLLECTION:

For each and every type of project certain instruments are needed together to find new facts or
explore new facts. The instruments are known as tools. The selection of tools depends upon the
nature of the problem selected. Based on the problem the researcher can use a wide range of
tools for collecting data but it may be advisable to limit this to a manageable number.

There are various types of tools for collecting data. These tools or way of data collection differs
in case of the money costs, time and other resources at the disposal of the researcher. These tools
are as follows.

i) Diary – The diary is used by the researcher to note down the daily proceedings and important
data systematically. The dairy of the respondent can also be utilized in specific cases to obtain
data.

ii) Observation –Observation is the process in which one or more person absence what is
occurring is some real life situation and classifies and report important happenings according to
some planned scheme. It is used to evaluate the observed behaviours, event and the contexts
surrounding the events and behaviours in controlled and uncontrolled situations.

iii) Questionnaires –A questioner is a form prepared and distributed to secure response to certain
questions. It is a device for securing answers to questions by using a form which the respondent
feels by himself. It is a form of enquiry which contains a systematically computer and organized
series of question that are to be send to the population samples. It is a popular means of
 10

collecting all kind of data in research. Questioner is a respectable research technique with some
unique advantages.

iv) Interview schedule-An interview schedule is a list or a set of questions to be asked and filled
in by the interview himself in an interview. The investigator follows a rigid procedure and seeks
answers to set of preconceived questions through personal interviews. This method of collecting
data usually carried out in a structured way where output depends upon the ability of the
interviewer to a large extent.

v) Rating Scale- By “rating” means the judgment of one person by another. Rating is a term
which is applied to express of opinion on judgement regarding some situations, objects, persons
etc. This opinions are usually expressed on a scale on by categories of values either quantitative
on qualitatively. Rating techniques are the devices by which quantitative judgement may be
quantified. It is very useful devices in assessing quality especially when quality is difficult to
measure objectively.

vi) Audio-video Recording – Audio video equipment‟s are used in data collection. The
researcher records the conversations on the real situation with the help of electronic tools and
keeps them as data for future investigation.

vii) Photography –Photography taken by the researcher while conducting the researcher study
can be used as data and kept for future use.

In this research study, the following tools of data collection have been used to gather the
necessary information from the sample being studied:

1) Observation

2) Questionnaire

3) Personal interview schedule

4) Photographs
 11

8. PROCEDURE OF DATA COLLECTION:

In this research study, the following tools of the data collection have been used to gather the
necessary information from the sample being studies.

i) Observation

ii) Questionnaire

iii) Interview

iv) Photographs

In this present study the investigator had visited the school after seeking proper permission from
the concerned authority to collect the necessary data from the student through observation,
questionnaire, interview and photographs. After selecting the sample for the purpose of research
study in the particular school i.e. Palashbari Anchalik High School, Agcia. The investigator had
made the appropriate use of the tools of data collection. While gathering the data, the
investigator has made the best effort to gain the most reliable, valid and accurate data.

Before developing the questionnaire the research observed the students‟ behavior inside and
outside the classroom environment. The investigator had a successful interaction with the
concerned students and explained the purpose of the questionnaire and asked them to provide
their true and biasfree reactions without fearing any consequences for keeping any doubts.

9. FEEDBACK OR OPERATIONAL MEASURE:

9.1 PRE-TEST:

In this research study, the researcher carried out an interactional session with the concerned
students to determine the causes of the problem of spelling mistake in English language. The
students were given a questionnaire to be filled up by themselves. This questionnaire was
designed by the researcher after observing the student behaviour both inside and outside the
classroom environment and was helpful to determine the causes of the problem. The main
problems found here were-lack of motivation of the students, poor knowledge of grammar,
problem with the punctuations, problem of vocabulary as well as „tenses‟, etc…
 12

In the pre-test the total numbers of marks was 10, in which some of the students have got above
7 marks are considered as good achievement by the students, and whereas, the students obtained
below 7 marks are considered as an average achievement.

Table No. 1

Variable Poor Average Good

No. of Percentage No. of Percentage No. of Percentage

Students students students students
14 35.8 20 51.28 5 12.8

Hence, the students who have got in the range between 1to3 are considered as poor achievement.

The students who have got in the range between 4 to 6 are considered are average achievement.

The students who have got in the range between 7 to10 are considered as good achievement.

13%

51% Average
36% Poor
Good

Figure 1: Graphical representation of pre-test performance

 13

Figure -1: From the table 1 and graphical representation of the data it becomes completely clear
that some of the students have the understanding of English language and concepts, where as
some students were very poor at it, of class X of Palashbari Anchalik High School, Agchia.

9.2 REMEDIAL MEASURES:

After observing the students & the data collected in the pre- test phase, the investigator felt great
needs of some remedial class. During the remedial class the investigator tried to create a friendly
& supportive atmosphere. Actually they need a teacher who can draw their attention. There are
various steps which the investigator followed to carry on the remedial classes. Such as-

DAY 1

(i) MOTIVATE THE STUDENTS TOWARDS THE SUBJECT OF ENGLISH:

The students were motivated by making them aware of the importance of the English subjects
and problems related to the sentence making and use of English language practically in their day
to day life.

DAY 2, 3

(ii) TRY TO CREATE INTEREST TOWARDS THE SUBJECT:

Maximum students feel or think that “English is very difficult subject, it is just like desert; No
test is there in the subject”. By this kind of thinking only, these students get backward on the
particular subject.

During the remedial measures, the learners also had to pay attention to what they are doing in the
classes or to be active participants of the learning process. Some time they used to be absent
minded in the class. Then they miss the link of the lessons i.e. doubts left in the mind of the
students. The investigator can play some games to create interest towards English language.
 14

DAY 4, 5

(iii) HELPING THE STUDENTS TO KNOW ABOUT THE BASIC RULES OF

WRITING ENGLISH WORDS:

Many students have confusion in basic knowledge of English words i.e, pronunciation. So an
investigator tries to give them some basic ideas over the phonetic system of language i.e., the
knowledge of pronunciation, rhythm, stress, intonation etc. Thus, investigator tries to inculcate in
the students these requisite elements of a good speech which are- naturalness, clarity, fluency,
audibility, comprehensibility, effectiveness etc.

DAY 6, 7

(iv) TO GIVE REGULAR PRACTICS IN THE CLASSROOM:

Through the regular practices of English writing and reading help the students to remove all the
phobia of English language and increase the ability of making sentence correctly. During the
class the investigator gives some class-work to the students. And also give some homework to
the students.

DAY 8

(v) AWARENESS OF PARENTS:

Some uneducated or less educated parents unintentionally provide negative suggestion to the
children. Home is the basic of school, if parents are unable to create a healthy environment for
education, no one can become a high achiever. Thus, the investigator try to aware the students‟
parents about the problem of their children‟s and encourage them in helping their children‟s
study purpose to encourage them and guide them.

DAY 9

(vi) FEEDBACK:

The students were give accurate & constructive feedback about how the students did, since they
are not able to judge whether their learning of English is comprehensive or not. Not providing
feedback could mean that, students make wrong assumption about their learning.
 15

9.3. POST TEST:

After applying the remedial measures to the students and improvement could be seen in their
behavior. The improvement is detected by the post test. In the post test the total number of marks
was 10.

It can be seen that an investigator have given the adequate remedial teaching, the students show
the improvement as follows:

Table No.2

Variable Poor Average Good

No. of Percentage No.of No.of Percentage
Students students students Percentage students

4 10.25 18 46.15 17 43.58

The total number of students who obtained marks in between 1 to 3 considered poor. The total
number of students who obtained marks in between 4 to 6 considered average. The total number
of students who obtained marks in between 7 to 10 considered good.

Graphical Repesentation of post test

performance
Poor Average Good

10%
44%

46%
 16

Figure-2: From the table- 2 and it is graphical representation clearly shows about the
improvement in sentence making after remedial measure of the class X in the subject of English.

10. ANALYSIS AND INTERPRETATION OF DATA:

Analysis is the process which enters into the research in the very beginning. It may be fair to say
that research consist of general of two larger steps-the gathering of data and analysis of these
data. The analysis and interpretation of data involves the objective in the possession of the
researcher and his subject reactions and desire to derive from the data the inherent meaning in
their relation to the problem.

Analysis of data refers to breaking down the abstract factors into simpler parts and putting the
parts together in view arrangement in order to determine inherent facts or meaning.
Interpretations calls for critical examination of the results. After the collection and organisation
of data the next step analysis and interpretation of the study to get a meaningful picture.

The data collected by the investigator are analyzed and interpreted which was responded by the
students of class X. There are all total 39 students in class X, out of 39 students 14 students are
selected as sample and respond to the questionnaire.

After completion of data, these are classified and tabulated and check under the main objective
of the study. The analysis of data collected is shown with the help of table. The table shows the
data of 39 enrolled students of the class X.

The general information about the class

Table No. 3

Class No. of students No. of truants Total%

Male Male Male
IX(A) 39 15 14 5 35.89 12.8
Female Female Female
24 24 23.09
 17

The above table shows that general information of the class that the investigator selected i.e.
class X. From the 39 number of students there are male 15(38.36%) and female 24(66.66%). The
total number of truants in the class was 14(35.89%) out of 39(100%) with 5 (12.8%) male and 9
(23.08%) female.

10.1 ANALYSIS RELATED TO FIRST OBJECTIVE AND FIRST HYPOTHESIS:

According to the first objective of the study the researcher formulated the first hypothesis-

H1=It is assumed that there are some actual reasons behind the problems of writing English
sentences in the subject of English among the students of class X of Palashbari Anchalik High
School, Agchia.

The questions under the first hypothesis are explained with the help of the table:

Issues related to sentence making:

Table No. 4

SL. Questions/Issues No. of students in percentage

No. Total% Male% Female%
1 Problem of lack of interest 21 11 10
2 Problem of Pronunciation 64 24 40
3 Have a problem with the grammar 78 35 43
4 Problem with the punctuation marks 57 28 29
5 Problem in reading and writing 78 40 38
6 Problem of lack of practices 70 28 42
7 Problem of lack of awareness of the 57 28 29
parents

Table No. 4 shows the various issues which are responsible for occurring error in sentence
making at English language. The table shows the total percentage of students and both male and
female which are related to the various issues of sentence making.
 18

The graphical representation of Data:

Diagram No. 3

90%

80%

70%

60%

50%
Female
40% Male

30%

20%

10%

0%
1 2 3 4 5 6 7

From the above diagram we have known about the percentage of students who were suffering
from the problem of sentence making and various reasons behind the cause and their percentage
on the problem.

10.2 ANALYSIS OF DATA ACCORDING TO THE SECOND OBJECTIVE AND

SECOND HYPOTHESIS:

According to the second objective the researcher formulated the second hypothesis.

H2= It is assumed that the students will practice more and more writing so that they get rid of
error in sentence construction among the students of class X of Palashbari Anchalik High
School, Agchia.
 19

By analyzing the data obtain from table No (3). We have adopted remedial measures to solve the
problem of sentence making.

From the table No.(4) it is cleared that some issues are mainly responsible for behind the
problem of sentence making and to aware the student. The remedial measures are proved
successful to solve the problem to a huge amount and it has a positive impact up on the students.
The remedial measures are mainly applied after Pre-test stage to encourage and aware the pupils.

The change occurred in the attitude, behaviour and understanding of the pupils can be explained
by the following table and diagram.

Table no. 5

Sl. Reasons Before Applying After Applying

No. remedial measures remedial measures
1 Problem of lack of interest 85% 21%
2 Problem of grammar 64% 14%
3 Problem of Pronunciation 61% 12%
4. Problem with punctuations mark 78% 7%
5. Problem in reading and writing 9% 2%
6. Problem of lack of practice 55% 21%
7. Problem of lack of awareness of parents 57% 15%

The data obtain from the above table can be explain diagrammatically as follows-
 20

The graphical representation of data:-

Diagram No.4

Before applying remedial measures After applying remedial measures

85%
78%

64% 61%
55% 57%

21% 21%
14% 12% 15%
9%
7%
2%

1 2 3 4 5 6 7

From analyzing the data & obtain from observation, after that remedial measures are adopted,
above are results we have obtained which indicates a positive reduction in problems related to
sentence making in the subject of English which are occur due to lack of proper knowledge.

From the table No (5) and diagram No. (4). It is shows that total 85% students have Problem of
interest before applying remedial measures and after applying remedial measures it reduces to
21%. Similarly Problem of grammar reduces from 64% to 14%. The problem on pronunciations
reduces from 61% to 14%. Again Problem with punctuation marks reduces from 78% to 7%.
Problem in reading and writing reduces from 9% and after applying remedial measures it reduces
to 2%.Problem of lack of practices reduces from 55% to 21%. And the problem of awareness of
parents reduces from 57% to15%.
 21

10.3 ANALYSIS AND INTERPRETATION OF DATA OF

THIRD HYPOTHESIS:

According to the third hypothesis and objective, the researcher formulated the third hypothesis

H3= It is assumed that the students will develop the skill of understanding of English sentence
among the students of class X of Palashbari Anchalik High School, Agchia.

After applying the remedial measures the behavioural changes of students are detected by
observation of students‟ responses and accurateness in English language and sentence. Again
interview of the students were taken to measures the percentage of behavioural change in the
students.

The findings are shown below:

Table No. 6

Before applying the remedial measures After applying the remedial measures

70% of students have problems of sentence 30% of students have problems of sentence
making in English language making in English language

The above data proves that the problems of sentence making in the English language have been
solved to a considerable degree with the following of remedial measures forwarded in this
research study. After the proper motivation, encouragement, and instruction to the pupils, a
positive change can be seen in the pupil‟s attitude and behavior.

A pie diagram has been made on the basis of the data given on the table No. (6) To show the
change of behavior in the students:
 22

Diagram No. 5

Sentence construction after applying the remedial measures

sentence construction after applying the remedial measures

30%

70%

From the above data, we can see that, the problem of sentence making was 70% before applying
remedial measures and after the application of measures it reduces to 30%.

Thus, after analysis of the whole data collected during the action research project, show the
degree of improvement of the sentence in the subject English, of the student.

After analyzing the quantitative data, it can be confirmed that the hypothesis that have been
formulated before the study have been formulated before the study have been affirmed during the
study. It can be concluded here that-

H1 is proved that there are some reasons behind the sentence making in English language.

H2 is affirmed that the students will practice more and more writing so that they get rid of error in
sentence construction.

H3 is accepted that the students will develop the skill of understanding of English sentence.
 23

10.4 COMPARISIONS BETWEEN PRE-TEST AND POST-TEST:

Table No. 7

Grade Poor Average Good

Tests Pre-test Post- Differ Pre- Post- Differ Pre- Post- Difference
test ence test test ence test test
No. of students 14 4 10 20 18 2 5 17 12

Comparision between pre-test and post-test:

Diagram No. 6

20

15
Poor
10 Average
Good
5

0
Pre-test Post-test Difference

Diagram No.(6)- Comparisons between pre-test and post-test:

The above bar graphs clearly show that the difference between pre-test and post-test in various
performances. After taking remedial measures the understanding of sentence in English language
of students has developed as shown in the bar graph.

11. FINDINGS OF THE STUDY:

The research project dealt with the L2 teaching-learning situation, that is, the problem of sentence
making in English language. This weakness of the students is also directly related to their
academic development and achievement and influence the future of the students. The main goal
 24

of the research is to find out or identify more specifically the kinds of sentence difficulties of
students and the best strategies to overcome the problems.

From the above analysis and with reference to the pre and post test conducted we have to found
out that students were less interested in the subjects of English. It was found that there could be
several reasons for which the students shows poor performance in English, especially with
reference to the sentence, such as lack of motivation, ineffective environment, negative influence
at home, and less interest of the subjects etc.

It is their fear of English language that holds them back from leaning the subject. Students tend
to seek the help from their parents or tuition teacher in solving their related problem. Though
most of students said that they like their English teacher, they find it difficult to understand her
teaching. Most of them also feel that the syllabus is over loaded by contents. Though most of
them had said that they like the subject of English, it was not exactly what was reflected in the
pre-test of the sample of 14 students on whom the pre-test conducted. Only few were average
and good. This led to a survey by the teacher of the reason behind their low achievement in the
subject and several reasons was found responsible for this.

To solve the problem or rather to say, to create an interest in English, several measures were
taken. To begin with extra remedial measures were given to the students, individual attention
were given to the poor performers and average performer. The class was begun with motivating
the students by giving real life examples. The findings of the study also suggest that L2 teachers
should seek way to include student‟s collaboration in the subject language as part of their
curriculum in sentence making. After conduct the post test, it was found that the remedial
measures were proved to fruitful as the performances of the students were found satisfactory.
Hence the second hypothesis can also be said to acceptable.

However, the most effective and suitable method of teaching the students and creating an interest
in the subjects was that of the use of teaching aids like charts, models etc. It helps in motivating
of the students to utmost and created a desired result as can be seen in the post test results. Thus
it could be said that third and last hypothesis has been made acceptable.
 25

12. SUGGESTIONS AND RECOMENTATION:

After through study and analysis of the problem, its causes and changes in the students‟ behavior
and classroom situation, the following suggestions and recommendations could be suggested.

12.1 SUGGESTIONS:

1) Emphasis on grammar and vocabulary of English language can help to minimize error in
sentence making.

2) The teacher should give importance on checking the writing of the pupils.

3) By asking the students to slowly read exactly what he/she has written down is helpful, because
it will help him/her to self-evaluate his/her mistakes.

4) By emphasizing more on writings then to read for memorizing can help them to reduce error.

5) By practicing the students to re-write the wrong sentence again correctly can be helpful in
correcting their sentence.

6) Always try to focus on understanding the key concept of pronunciation.

7) The regular English writing practice helps the students to clear doubts and improve confident.

8) Allowing the students for the formation of a habit of reading daily Newspaper can also help
them to correct sentence.

9) To work through the process for each solution. If the students made any mistakes they should
review them which help to know appropriate use of solving skills.

10) Most important is that for correction a sentence, students should be taught to write a sentence
correctly and tell him/her how to write an English sentence.

12.2 RECOMMENDATION:

From the analysis and interpretation of data of the recent study the researcher has made the
following recommendation-
 26

1) The students should be made to realize the necessary of developing the skills of writing
correct language for securing their own future.

2) The teacher should emphasis more on the reason behind the problem of the sentence making
and to solving the problem by applying proper measures during the class time.

3) The teacher should encourage students to increase their words stock and practicing of English
language by using various books and daily newspaper.

4) Every school should conduct remedial classes for the students.

5) The teacher should provide students‟ knowledge regarding the importance of English
language in life.

6) The teacher, school authority, parents and guardians should inspire and encourage students in
using English language more frequently as much as possible

13. CONCLUSION:

13.1 UTILITY OF THE PROJECT:

The action research project was carried on by the researcher in partial fulfillment of the B.Ed.
degree under Gauhati University. This research study has a considerable utility for the
researcher, the concerned school, the studies as well as the future research under the Gauhati
University.

13.1.1 UTILITY FOR THE RESEARCHER:

The researcher has gained knowledge and experience regarding research works, proper teaching
technique, human behavior and an insight of the practical field of teaching and learning activities
prevailing in present situation. The researcher‟s behavior and attitude has also gained the
confidence, inspiration, skills and knowledge to carry out other research activities in the future.

13.1.2 UTILITYTY TO THE LEARNER:

This educational research study is carried out specially to tackle a problem related to English
language and therefore the learners were of great importance. The learners have gained from this
 27

study as their problem of sentence making was solved up to a considerable proportion. They gain
the opportunity to understand the importance of sentence in English language and their uses in
their life. They can also understand their own psychological behavior and weakness and to
develop it. The measures suggestions and recommendations in included at this research report
will help the students to tackle similar problems in their future.

13.1.3 UTILITY FOR THE SCHOOL:

The school also gained from this research. This research study report will provide the teachers,
administrations etc. to successfully deal with this kind of problem in mathematics classes. This
report can be used as a guide or help for further research to be carried out in the future by the
school authority.

13.1.4 UTILITY FOR B.Ed. COURSE:

The inclusion at Action Research project is very essential in B.Ed. course. It will help the trainee
teacher to seek and solve classroom as well as school related problems in the teaching learning
environment and also provide opportunity to trainees to indulge in research work. It also helps
the teacher trainees to face the real life teaching situations and to solve the problems better
future.

14. REFERENCES:

A. BOOKS:

1. Chaplen, F. (1983) A course in Intermediate scientific English. Oxford university press,

London.

2. Crystal, D. (2000) A dictionary of linguistics and phonetics.

3. Fries, C.(2001) The structure of English .Longmans ,London.

4. Etherton and Thornley (1974) A graded Secondary School English Course. Longman.
London.

5. Fuhchs and Bonner (2000) Focus on Grammar. Longman. London.

 28

6. Kothari, C.R (2004): research methodology: methods and techniques second revised edition,
New Age International (p) Ltd. New Delhi.

7. Saikia Mukul Dr (2014): An introduction to action research, ManiManik Prakash, Jaswanta

road, panbazar, Guwahati.

8. Mehta, D.D and Kour, Baljeet: Educational measurement and Evaluation, Tendon publication,
Ludhiana.

B. JOURNALS:

1) Shah J et al (2012), “The impact of over crowed classes on the academic performance at
secondary school” international journal vol. -2, issue-6.

C. WEBSITES:

i)
https://www.researchgate.net/publication/283256681_Difficulties_of_Building_English_Sentences_in_
Writing

ii) https://Research-methodlogy.net

iii) https://Study.com

iv) https://wikipedia.org

APPENDIX

No A- Questionnaires

No B- Photographs
29