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    English action project English action project Document Transcript

    • ACTION RESEARCH 2011 November Presented by A.HIDHAYATHULLAHBAIG B.T.ASSISTANT P.U.MIDDLE SCHOOL, JAPTHIKARANI THELLAR BLOCK TIRUVANNAMALAI DT. – 604406
    • CONTENTS Introduction Report on the Action Research Objective Sampling Abstract Methodology Classroom Activities Implementation of solutions in the classroom Testing and scoring Evaluation Findings and Discussions
    • 1. Name of the Researcher : A.HIDHAYATHULLAH BAIG. 2. Address of the Researcher : B.T. Assistant, P.U. Middle School, Japthikarani, Thellar Block-604406. Thiruvannamalai District. 3. Venue of the Research : P.U. Middle School, Japthikarani, Thellar Block -604406. Thiruvannamalai District. 4. Period of the Research : 45 Days 5. Specific area of the Research : Improving English skills during classroom activities. 6. Name of the Guide :Mr.C.SathikBasha, M.sc.,M.Ed.,M.Phil., B.R.T.E B.R.C, Thellar Block. Thiruvannamalai District.
    • Mr.D.JAYARAMAN,M.Sc.,M.Ed.,M.Phil., Supervisor, Block Resource Centre, Thellar, Thiruvannamalai District. CERTIFICATE I hear by declare that the Action Research report entitled How to improve the English through the classroom activities among 6th and 7th std is a record of research presented by Mr. A. HIDHAYATHULLAH BAIG, B.T. Assistant working in P. U. Middle School Japthikarani, Thellar Block, Thiruvannamalai District. This is also certified that this action Research Report is an independent work on the part of the Researcher. Yours faithfully Place : Thellar Date :
    • Report on the Action Research Project on English classroom activities in a Local Middle School. This is a report on an action research project which investigates the extent to which practice can help pupils learn English as their second language in a local government-middle school. It documents a teacher-initiated, classroom-based action research which turned English activity exercises from the traditional types into innovative ones in the middle classes. Respondents came from a sample of 22 average-ability pupils from six to seven classes in the school. The researcher compared pupils‟ perspectives before and after the study and reported the consequent changes in pupils‟ perceptions of their English lessons. Both qualitative and quantitative data were collected through teacher‟s class observation.
    • INTRODUCTION English as a Foreign Language, is defined as a context where teaching English is given in an atmosphere where it isn‟t the official language, in this case the learners speak the same language, for this reason it is possible they don‟t consider important to learn it because it doesn‟t belong to their life and they don‟t have a total immersion in the language only the time while the classes take place. These aspects don‟t do possible teaching English as an easy task and of course, academic outcomes will be always low. In this case teachers play an important role, because they have to be the architects to reach the learning. How can teachers get this? “The study addressed the issue of teacher motivation as an essential factor for classroom effectiveness and school improvement. Teacher motivation has to do with teachers' desire to participate in the education process. Motivation is necessary in all different class activities that teachers set up to do; the kind of activity is also a good way to get motivation.
    • Teaching English - Classroom Language is a programme of in-service training to help the students to learn English with more confidence in the classroom. Teaching English - Classroom Language provides a core resource of materials for programmes developing the English classroom language skills of the students. The focus is on English for the classroom. Training aims to develop participants ' confidence and skills in using more English in their lessons, and gives them opportunities to reflect on and develop their ELT methodology. The principle behind the materials is that development begins with what the teachers actually do in the classroom. The training materials have been developed by British Council materials developers and quality-assured by external experts. Teachers carefully observed pupils‟ performance during lessons. They made use of an observation checklist to record what had happened in class that helped them investigate, analyze and conclude their findings when the project came to an end.
    • FINDINGS AND DISCUSSIONS After the introduction of the innovative classroom activities, pupils began to enjoy their lessons. Some pupils immediately asked whether they would have the same kind of activities in their coming lessons once the lesson was over. They looked forward to having the lessons again instead of avoiding them like what they did in the past. Data collected in the questionnaires revealed pupils‟ consistent and strong belief in the use of English in their learning. The figure was even higher than it was before the study. The rise in figures implies that pupils have developed a positive attitude towards their English lessons. They began to believe that learning could take place in relaxing and enjoyable in their English lessons. Their positive attitude led to their willingness in having more activity lessons that might eventually enhance their language learning. Details were shown in the following diagrams.
    • ABSTRACT The effect of technology on students’ enthusiasm for learning English (both at school and away from school) was investigated. Pre- and post- student and parent surveys, student and parent written comments, and teacher observations were used to record changes in enthusiasm for learning English during a six-week study period. In this study, I investigated how the integration of technology into my middle school English curriculum would impact my students’ enthusiasm for learning English. Enthusiasm for learning English can be defined as the students’ eagerness to participate in English activities in the classroom, as well as away from school. My motivation for focusing on technology was twofold. First, I have had an interest in integrating technology into my students’ studies of English for some time. Secondly, the funding for technological equipment andsoftware recently became available. Our children drop out, fail to sustain interest in learning, and perform below capacity. Some have argued that television is the culprit. Others have argued that computers may be the answer.
    • Today’s middle school students have grown up in a technological world with television, electronic toys, video games, VCRs, cellular phones, and more. They are accustomed to receiving and processing information through multi-sensory sources. I wanted to bring technology into my classroom and incorporate it into my English curriculum using multimedia computer presentations. Barbara ten Brink (1993) noted, “. . . students look to us *teachers+ to prepare them for an increasingly technological world.
    • WORKSHEETS
    • RESULTS As I watched and listened to my students during the study, it was apparent very early that they were thoroughly enjoying using computers and developing their presentations. Students rushed to class, eager to get started on their presentations. Normally these students would ask to pack up their things three to five minutes before the end-of-the-day bell sounded. During the study period I had to insist that they stop work, and often they ignored me and worked through the dismissal bell. Several times a week students would ask to stay after school and work on the computers. One group worked for an hour and a half after school and would have stayed longer, but I had to go lock up for the day. Twenty-two of the thirty members of the class responded to the pre- and post study surveys. The pre- and post-study attitudinal surveys show an increase in my students „enthusiasm for learning English (see Table 1 on the following page). In the pre-study survey, 75% of the students were enthusiastic or very enthusiastic about learning English ways that engage, motivate, and thrill our students.” In this study my students had an opportunity to use assorted multimedia technology as they explored a segment of a middle school English curriculum.
    • Evaluation was carried out every week and the scoring where given below. S. NO. NAME OF THE STUDENTS TEST -1 TEST-2 Pre Test TEST – 3 Post Test NUMBER OF TESTS 1 1 2 1 2 3 4 1 P.HARIKRISHNAN 5 4 4 5 6 6 5 2 M.ARUNKUMAR 4 5 1 2 8 7 5 3 S.SUNDARAMOORTHY 4 3 4 5 6 6 5 4 A.KALAIMAGAL 5 2 4 2 4 5 4 5 R.PRIYA 7 5 2 3 10 8 10 6 E.DEEPA 8 10 8 6 10 10 10 7 N.POONGOODI 8 8 10 5 9 10 10 8 V.PAVITHRA 4 7 1 4 8 8 10 9 S.ANNAPOORANI 5 4 2 3 8 10 10 10 R.BUVANESHWARI 10 8 10 10 10 10 10 11 R.PRAKASH 4 5 1 4 7 8 6 12 S.KARTHICK 3 4 2 8 8 8 5 13 M.LAKSHATHIPATHI 6 7 4 4 8 8 10 14 P.RAJ 5 4 3 6 6 5 6 15 S.YOGANANTHAM 5 7 6 4 6 5 8 16 M.RAMAN 4 5 3 5 7 6 8 17 N.NAGARAJ 7 8 3 3 7 8 10 18 K.KARTHICK 4 5 3 7 7 8 8 19 K.KUMARAN 3 6 3 3 4 6 5 20 M.LAKSHMI 5 8 7 10 7 6 10 21 S.BAVANI 7 8 10 7 8 10 10 22 P.RAEKA 6 6 5 6 7 8 10
    • From the scorings number of learners who scored 10/10 0 2 4 6 8 10 12 Week1 Week2 Week 3 Week4 WEEKS Number of students scored10/10 WEEKS Week1 Week2 Week 3 Week4 Test 1 Test 1 Test 2 Test 1 Test 2 Test 3 Test 1 Test 2 Test 3 Test 4 Number of students scored10/10 1 1 2 2 3 5 2 3 5 11
    • Student’s status in pie chart Student’s status in bar chart Number of student scored 10/10 Week1 Test 1 Week2 Test 1 Week2 Test 2 Week 3 Test 1 Week 3 Test 2 Week 3 Test 3 Week4 Test 1 Week4 Test 2 Week4 Test 3 Week4 Test 4 0 0 0 0 0 0 0 0 0 0 1 1 2 1 2 3 1 2 3 4 1 1 2 2 3 5 2 3 5 11 0 2 4 6 8 10 12 Week1 Week2 Week 3 Week4 WEEKS Number of students scored10/10
    • THE RESEARCH Objective The objective of this project was to find out to what extent could activities help pupils‟ learning of English as their second language in a traditional local government (Tamil Medium) middle school. Research Questions 1. Can English activities lessons be meaningful and interesting? 2. If so, can all the activities help pupils‟ learning of English as their second language? Sampling Pupils came from class 6th and 7th of a P U middle school, Japthikarani, Tiruvannamalai District of Tamilnadu. There were 12 pupils in 6th std and 10 pupil‟s in7th std. In total, 22 pupils participated in the study. Their age ranged from ten to thirteen. They sat in rows in normal classroom setting. These pupils mostly came from middle class families. Their English classes were their only opportunities to be exposed to the English language. The majority of them had studied English for a number of years since kindergarten. They were able to listen, speak and write simple English. They had only learned English for three to four years. Their limited experience in the language often hindered their second language learning. However, all learners were hard working.
    • Time Duration The project was carried out from 25th October 2011 to 23rd December 2011 with a total length of two months. During the period there were a test and a mid-term examination. Methodology An action research study, which was classroom-based and teacher-initiated, was undertaken. Action research is a process of study done by systematically collecting data on one‟s everyday practice and analyzing it in order to come to some conclusions about what future practice should be. It involves a self-reflective cycle of identifying a situation or problem, planning a change, acting and observing the processes and consequences, and then re-planning. It offers a valuable opportunity for teachers to be involved in the research to collect first-hand information. Action research was applied in this study because it enabled the teacher researcher of this project to follow the steps in the spiral that helped her reflect upon her teaching and improve her pupils‟ situation. She intended to see if the plan would work well or if any necessary modification or amendment would be needed to improve her pupils‟ language learning.
    • Pupils from class 6th and 7th were chosen as sampling. Most of them were of average academic standard although a few were a bit below average standard. The project began and ended with interviews and questionnaires. In total two interviews were conducted and three questionnaires were administered. A semi-structured interview and a structured questionnaire were conducted at the start of the study to collect data on pupils‟ perceptions of their simple English lessons. Then, a variety of innovative classroom activities were introduced. A checklist was used to help the teacher researcher to observe pupils‟ behavior and performance during class. Finally, an additional questionnaire was distributed to pupils to collect their overall opinions about their lessons after their new experiences. Pupils‟ perceptions and opinions before and after the changes were compared and analyzed.
    • GROUP ACTIVITIES Students are doing the activity in front of their parents Students are doing the activity through multimedia
    • Students are Watching and Listening the new words with meaning WATCHING&LISTENING ACTIVITIES
    • GROUP ACTIVITIES Students are doing the activity with their groups Students are doing the activity with the use of Laptops
    • CLASSROOM ACTIVITIES Students are doing the activity of Finding and circling the words Students are doing the activity of Finding and circling the words
    • CLASSROOM ACTIVITIES Teacher explain the grammar class through power point presentation Students participation in the Class room Activity
    • ACTIVITY - 1
    • ACTIVITY - 2 CLASSROOM ACTIVITIES
    • ACTIVITY - 3 GROUP ACTIVITY
    • RESULTS As I watched and listened to my students during the study, it was apparent very early that they were thoroughly enjoying using computers and developing their presentations. Students rushed to class, eager to get started on their presentations. Normally these students would ask to pack up their things three to five minutes before the end-of-the-day bell sounded. During the study period I had to insist that they stop work, and often they ignored me and worked through the dismissal bell. Several times a week students would ask to stay after school and work on the computers. One group worked for an hour and a half after school and would have stayed longer, but I had to go lock up for the day. Twenty-two of the thirty members of the class responded to the pre- and post study surveys. The pre- and post-study attitudinal surveys show an increase in my students „enthusiasm for learning English (see Table 1 on the following page). In the pre-study survey, 75% of the students were enthusiastic or very enthusiastic about learning English ways that engage, motivate, and thrill our students.” In this study my students had an opportunity to use assorted multimedia technology as they explored a segment of a middle school English curriculum.