EVALUATION OF INSTRUCTIONAL METHODS

USED IN TEACHING OF ENGLISH IN SECONDARY

SCHOOLS OF HARIPUR DISTRICT

Submitted By:

QAZI SAJID RASHID

Roll No. (249)
M.Ed. (Morning)
INSTITUTE OF EDUCATION AND RESEARCH
UNIVERSITY OF PESHAWAR
(2005)

2
 EVALUATION OF INSTRUCTIONAL METHODS
USED IN TEACHING OF ENGLISH IN SECONDARY
SCHOOLS OF HARIPUR DISTRICT

Submitted By:
QAZI SAJID RASHID
Roll No. (249)
M.Ed. (Morning)

Submitted to:

Dr. IFFAT ARA HUSSAIN

INSTITUTE OF EDUCATION AND RESEARCH
UNIVERSITY OF PESHAWAR
(2005)

2
 Dedication

Dedicated to my
Honorable parents
whose sincere prayers,
and guidance proved a
beacon for me have
made me extremely
successful in each and
every sphere of this
mortal life.
 APPROVAL SHEET

The thesis entitled “Evaluation of instructional method used in teaching

of English In secondary schools of Haripur District.

Accepted by the faculty of the institute of educational and research

university of Peshawar, in partial fulfillment of the requirements for master of
education degree.

Research Conducted By

QAZI SAJID RASHID

M. Ed (Morning)
Class No (249)

Supervised by:

DR. IFFAT ARA HUSSAIN

Internal Examiner ___________________

External Examiner ___________________

 ACKNOWLEDGMENTS
With a deep sense of gratitude the researcher is thankful to God, the most
beneficent and merciful for enabling him to complete the task.

The researcher is extremely thankful to Professor. Dr. Iffat Ara Hussain

whose guidance remained a source of immense encouragement throughout this
study. She was very sincere in her advice and generous in sparing time for it. She
was an unfailing source of inspiration and encouragement. Her insightful
suggestions paved the way to this stage. She deserves deep gratitude from the
researcher.

Thanks is also due to all the librarians of main library of university of

Peshawar, librarians of I.E.R for their cooperation which was found valuable to
this study and all the principals, English teachers, colleagues and friends who gave
me their precious time and provided data for this study.

It will be a gross mistake if I did not mention the name of my sincere

friends Asad Ali, Mr. Sher Mohammad and Mr. Rabnawaz who also extended
their help in the completion of this research topic. The researcher is really grateful
to them.

i
 ABSTRACT
The purpose of this study is to evaluate the methodology of teaching
English in secondary schools at District Haripur and to provide suggestions for its
improvement. The study was conducted in 12 Govt: boys High Schools at Haripur
District, by serving a Questionnaire comprising 30 questions. The questions were
about teacher’s academic and professional qualifications, experience, teaching
methods, number of students in English class, size of class rooms, standard of
English, cooperation by the parents and cooperation by the others teachers. The
questionnaire was served to 40 teachers of the 12 Government Boys High Schools
of Haripur and all the questioners were received back. Data was compiled and
analyzed. All the 12 schools are cognizant of the fact that they prefer to retain
English as a medium of instructions. All the teachers are trained but still all of
them can’t use direct method of Teaching English. The reason is that most of them
haven’t attended any refresher courses. The facility of AV aids and language labs
are not available in the schools. There is also found some dissatisfaction with the
curriculum. On the basis of these findings, recommendations were made.

ii
 TABLE OF CONTENTS

Chapter # Pages
No
ACKNOWLEDGMENT i
ABSTRACT ii
I INTRODUCTION 1-3
1.1 Background of the Study 1

1.2 Statement of the Problem 2

1.3 Objectives of the Study 2

1.4 Significance of the Study 2

1.5 Hypothesis 3

1.6 Delimitation of the Study 3

II REVIEW OF RELATED LITERATURE 4-24

2.1 Why second Language 4

2.2 Teaching Methodology 5

2.3 Grammar Translation Method 6

2.4 Direct Method 8

2.5 The Audio Lingual Method 10

2.6 The Oral Approach & Situational Language Teaching 11

2.7 Factor Influencing the Teaching of second Language 12

13
2.8 The Pupil Factor
14
2.9 The Teacher Factor
16
2.10 External Factor

iii
 2.11 Factor Influencing the Learning of second Language 16

2.12 The Role of Style & Strategies in Secondary

Language Learning
17
2.13 Classroom Procedure for Reading in Large Classes
18
2.14 Pre-Writing Activities
19
2.15 Teacher Development
20
2.16 Teaching of Poetry 20

2.17 Steps in Teaching Poem 21

2.18 The Place of Syllabus 23

2.19 Choosing & Integrated Syllabi 24

III METHOD AND PROCEDURE 27-29

3.1 Nature of the Study 27

3.2 Population 27
3.3 Sampling 27
3.4 A Rational for the Questionnaire 28
3.5 The Construction of Questionnaire 28
3.6 Administration of the Questionnaire 28
3.7 Personal Visit 28
3.8 Analysis of the Data 28

IV TABULATION & INTERPRETATION OF DATA

30-46

iv
 47-52

V 47
FINDING, CONCLUSION, RECOMMENDATION

Finding 50

Conclusion 52

Recommendation 54

Appendix (A) 55

Appendix (B) 58

Bibliography

v
 CHAPTER NO 1

INTRODUCTION
1.1 BACKGROUND OF THE STUDY

The study of English Language in the Indo-Pak subcontinent can be traced

back to the arrival of East India Company in this region. However this study
became a part and parcel of educational enterprise only when Britain, after
capturing India, declared English as the language of office and court: English was
included in the formal school curricula and white collar jobs were offered only to
those who knew English.

During the period of British rule, English firmly established itself in the
sub-continent as the language of office, court, administration and as medium of
instruction in the schools and colleges. It also succeeded in deep rooting itself as
the common mode of communication among the different parts of the sub-
continent.

At the time of independence in 1947 English was the office and court
language in Pakistan and it continued to retain its same position due to lack of
common communication link between the two wings of Pakistan with the
exception of some urban areas; Urdu was not followed in the East Pakistan and
Bangali was quite alien in the west Pakistan. Under these situations, the prevailing
position was English was accepted a matter of emergency need and it served as
lingua- Franca between the East and West wings of Pakistan.

In the modern age of science and technology, English has emerged as an

international language. It is the language of science, technology, commerce and
trade and the only most widely used means of international communication link.

At present, it has become so important that no country of world can ignore

it. Particularly in the Pakistan, where it is already a medium of instruction at

1
higher level, we can not afford to ignore it. In such a situation the study of English
at the secondary level becomes more and more important as it is the formation
stage for the higher studies.

1.2 STATEMENT OF THE PROBLEM

The study in hand is made to evaluate the instructional methods used in

teaching of English at the secondary level in District Haripur.

1.3 OBJECTIVES OF THE STUDY

The following are the objectives of the study.

1. To evaluate the effectiveness of teaching of English at secondary level.

2. To determine the extent of availability of instructional aids in teaching of

English.

3. To identity/explore the problems faced by teacher while teaching English.

4. To suggest strategies for improving quality of teaching English.

1.4 SIGNIFICANCE OF THE STUDY

This study will serve as an incentive for the educational administrators and
planners to probe in to drawbacks of the instructional methods presently used in
teaching of English at the secondary level and suggest/ recommend suitable
remedial measures to ensure the effective teaching of English as living language is
expected to be significant. It will provide an insight to teachers to analyse their
teaching methods and improve present teaching practices by using a holistic
approach.

2
HYPOTHESIS

The following hypothesis was made in order to find out the real cause
 That English is not being taught effectively at secondary level.
 That effectiveness of teaching English at secondary level is not properly
evaluated.
 Instructional aids are not used in teaching of English.
 Teachers do not face problems in teaching of English.

1.6 DELIMITATION OF THE STUDY

The study is restricted to the survey of presently used instructional methods

of teaching at the secondary level only in a few number of Govt. High schools and
that too only boys sections. So it will serve only a limited purpose as it is confined
limited to

1) District Haripure only

2) 12 schools out of 60 boy’s Govt. High school.

3) 40 English teachers out of 296.

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 CHAPTER NO 2

REVIEW OF RELATED LITERATURE

2.1 WHY SECOND LANGUAGE

According to Abbot and Gerry, teaching of a second language holds an

important position in the educational curricula of each country.

The educationists in all times have advocated the study of more than one
language for multi-purposes.

Every civilized nation of the world has got a first or national language,
which is the expression of the whole range of its social patterns. It is the vehicle of
thought in official, administrative and educational spheres and helps the nation in
carrying out its manifold activities. But some times for the purpose of
communication with other nations of the world and to make access to the
advancement of knowledge in physical and social sciences, need for a foreign
language also arises and this foreign language is incorporated in the educational
curricula of the country as a second language.

Similar is the position of our country where English is taught as second

language for its following importance.
1. English has got a privileged position in Pakistan
2. It is the medium of international communication
3. It has got a great store of knowledge
4. It is the language of commerce and industry in the international world.
5. It is the language of diplomacy all over the world
6. It is the language of higher education in Pakistan as well as for our
scholar/students in foreign countries.
7. It is an important means of promoting international understanding
8. It contains a standard terminology in physical and social sciences

4
9. It has got a great market value for attractive jobs
10. It is a means of keeping pace with the modern development

But Abdul Haq (teaching of English in Pakistan) and Nazir Ahmad

(teaching of English as second language) are of the opinion that the position
assigned to English is not true for most of our students whose mother
tongue is not Urdu. Urdu is officially declared as the national language of
Pakistan but it is not the mother tongue of all the Pakistanis. There are a
number of regional languages, such as Pashto, Punjabi, Saraiki, Baluchi and
Sindhi etc which are quite different form Urdu. And English is quite
different from all these. In such a complex situation, it is obvious that
learning of English presents a number of difficulties for the Pupils as well
as for the teachers.

2.2 TEACHING METHODOLOGY

There has been a lot of confusion regarding the concept of teaching and
how teaching should be defined. Even in a more complex situation called the
class-room, a clear and precise definition of teaching can not be given; A few
definitions of teaching are as follows.

1. According to Barr (1961), “teaching means many different things, and that
the teaching act varies from person to person and from situation to
situation.”

2. According to English and English (1958) “teaching is an interaction

between the teacher and student, under the teacher’s responsibility in order
to bring about expected change in student’s behavior.

3. Teaching is an activity, which is designed and performed for multiple

purpose objectives in terms of change in pupil’s behavior” (Mjeeb-ul-
Hassan Siddiqi 1991)

5
 The questions arises what is a method and why do we need to know about
the various methods and use them in our class room. According to Dhand (1990);
a method is an over all procedure or process to achieve certain goal. Method is a
general process of creating interaction between the subject matter offered by the
school and the students. We can say that:
i. A method is a planned effort
ii. It has an established sequence
iii. It has an established relationship among different parts.
iv. It is a way of inducing interaction between the subject matter and the
students.

Thus teaching method is a planned approach for communicating knowledge

of something. But there are different teaching methods for teaching different
subjects. The nature of method changes with the nature of message which is to be
conveyed.

As the nature of concepts and messages of a language is different from

physical sciences, different teaching methods will be required/ used for teaching a
language and teaching physical sciences.

Even in case of learning a language, the four main skills i.e. listening,
speaking, reading and writing demand different methods. And a teacher has to be
very careful in selecting appropriate method of teaching language in accordance
with the goals and objectives of the language.

This diversified nature of different language learning skills has given vogue
to various teaching methods that are in practice. A brief view of those methods is
as follow:

2.3 GRAMMAR TRANSLATION METHOD

This is the traditional approach to the teaching of English and in spite of the
fact that strong criticism has been leveled against this approach, it is still very

6
popular with the teachers and most widely used in our schools. The main focus of
this method is on the written language and very little or no provision is made for
practice in spoken language.

This method aims at teaching the target language (English) by giving a

word for word, phrase for phrase and a sentence for sentence from the native
language (Urdu) and vice versa.

BASIC ASSUMPTIONS/ PRINCIPLES

The basic principle of this method may be stated as follow:

1. Translation of target language (English) into native language (Urdu) and
vice versa is the best way to understand the linguistic patterns of English.
2. The sentence pattern of English is easily assimilated in the process of
interpreting English into Urdu.
3. The structure of a foreign language is best learnt when compared and
contrasted with that of mother tongue.
4. Taught rules of grammar enable the learner to produce the correct language
expression when confronted with a situation

ADVANTAGES
1. It follows the principle of proceeding from known i.e. mother tongue to
unknown i.e. target language.
2. It ensures that the learner is clear about the meaning of the language he is
learning.
3. It enable the learner acquire a good knowledge of the target language.
4. If consciously learnt, learner may be able to accurate in the production of
target language.
5. It relives the teacher from the burden of seeking or thinking about new
means and ways to explain new or difficult words.
6. Grammar of target language is easily taught by comparing it with the
grammar of native language.

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7. Student/ learners progress can easily be assessed by simple questions in
native language.

DISADVANTAGES
1. It is unnatural and does not follow the natural order of language learning
i.e. listening, speaking, reading and writing.
2. The focus on written language tends to forget oral fluency or spontaneity in
spoken language.
3. It is not necessarily true that a foreign language can best be learnt through
translation.
4. It is not suitable for a group of mixed nationality or mother tongues.
5. It aims at teaching language by rules where as language learning is a
matter of practice and not rules.
6. It does not ensure the active participation of learners in that it assigns active
role of speaker to teacher and passive role of listener to learner.
7. It is dull, boring, mechanical, bookish and void of Audio- Visual aids.

2.4 DIRECT METHOD

In the later part of the nineteenth century two factors i.e. general
dissatisfaction with the grammar translation method and the growing interest to
learn the modern languages as spoken languages, contributed greatly to the
formulation of Direct Method.

The basic assumption of direct method is that in learning mother tongue, we

need not the study of books of grammar, composition writing or translation. We
learn all the aspects of language by being in direct contact with the natural
environment where the language is spoken. We hear speaking our elders, peers,
street fellows and others and we imitate them. We repeat the sounds again and
again and in this way attain the mastery of the language.

8
 Thus direct method aims at teaching English as if it is the mother tongue of
the learner. It is the method of teaching English directly by establishing direct
association between the words and object, idea, thought or quality.

In direct method teacher creates an artificial atmosphere of English

speaking community. He speaks English and students imitate him. He asks
question in English and students respond him in the same and in this way effort is
made to learn the language.

KEY CONCEPTS OF DIRECT METHOD

1. The students learn to understand a language by listening to a great deal of
it.
2. They learn to speak a language by practically speaking it.
3. Speech can be learnt easily by associating it with appropriate action.
4. They learn English through the process of associating words with the
objects and speech with actions.
5. Learning through bond does not involve grammar or translation.
6. Speech precedes reading.
7. The ultimate object/aim is to develop the ability to think in target language
so as to achieve natural fluency and spontaneity in speaking, reading and
writing the language.

ADVANTAGES OF DIRECT METHOD

1. It follows the natural sequence of language learning i.e.

Listening, Speaking, Reading, Writing.

2. It ensures the active participation of learner in teaching. Learning-process.
3. It is a natural way of learning the target language like the first language.
4. Frequent use of audio-visual aids in this method makes the lesson
interesting.
5. It bans the frequent use of mother tongue.

9
6. It focuses on listening and oral practice which are the main principles of
language learning.

DISADVANTAGES
1. It demands skillfully trained and efficient teachers that we lack.
2. It is very expensive and poor countries can not afford to fulfill its
requirements.
3. It is time consuming but teachers have very limited time on their disposal.
4. Presently used text-books in Govt. schools do not suit this method.
5. Existing evaluation system does not provide for this method.
6. It is not possible to explain each and every word by establishing bond
between word and object, action, thought or idea.
7. Some times the dignity of teacher does not allow him to perform certain
acts before the class.

2.5. THE AUDIO LINGUAL METHOD

Audio Lingual means listening-speaking. This method is firmly grounded

on linguistic and psychological theory, especially the behaviourstic theory of
learning through conditioning and habit formation. In its background is the World
War-II and the entry of the United States into the War, Language training courses
in a variety of foreign languages were developed for personnel of the U.S. Army.
The purpose was to make them conversationally proficient in a foreign language to
operate in that foreign country. The method used for these two year training
courses, through techniques of oral imitation and oral structure drilling, proved
quite successful. It then become the base for the Auido-Lingual Method (ALM).

In the ALM, learners first listen, then speak, read and finally write the
language. New material is presented in dialogue form, followed by a series of
pattern drills based on the model dialogue. These structural patterns are taught
through repetitive drills. Little or no grammatical explanations are given. It is
presented in the form of model patterns or dialogues, the drilling techniques

10
follow the stimulus response reinforcement scheme. Learners are rewarded when
they respond correctly. Errors are prevented to avoid negative reinforcement.
Teaching is graded through simple repetition to complex drills. Trough repetition,
learners are expected to develop and form correct language habits leading to
effortless and fluent production of the language.

The ALM enjoyed many years of popularity and even today its techniques
are used. But then it started declining due to certain limitations. Much of the
method consisted of mechanical drilling practice activities tend to be repetitive and
boring and do not contribute communicative proficiency. Learners could produce
analogous patterns without realizing what they were saying. (Chomsky had, by
now, changed the description of language as being innovative, creative and
generative, based on abstract rules of the mind.)

2.6 THE ORAL APPROACH AND SITUATIONAL LANGUAGE

TEACHING

The above terms refer to an approach to language teaching developed by

the British Applied Linguists (Palmer, Hornby and West) from 1930s to 1960s
which had a lasting effect on Second Language Teaching (SLT).

Palmer and Hornby attempted to develop a more scientific foundation for

an oral approach to teaching English than was found in the direct Method. They
were of the opinion that vocabulary had an important role in foreign language
learning. They also emphasized reading skills. Vocabulary was seen as an
essential component of reading. Along with vocabulary was a focus on the
grammatical context of a language course. For this purpose, British applied
linguists analysed the English and classified major grammatical structures in
sentence patterns (called substitution tables), which could be used to help
internalize the rules of English sentence structures. This approach was different
from the Direct Method. Here language that was taught was selected and graded

11
therefore, it was systematic and has a design. In the DM, the learner was flooded
with ungraded speech, thinking that he would learn in a natural way.

The oral approach was further developed by bringing in the principle of

teaching the new language situationally. Thereby the Oral approach became
Situational Language Teaching.

In Situational Language Teaching, speech (the becomes the heart of

speaking ability. Oral practice of structure is made the principal classroom
activity. This controlled practice is provided in meaningful situation based
activities. The idea behind it is that there is a close relationship between the
structure of language and the context and situation in which language is used.
Thus language becomes meaningful when used in a real situation.

2.7 FACTORS INFLUENCING THE TEACHING OF SECOND

LANGUAGE

Improvement in the teaching of the modern language can come to the

schools and colleges only through the simultaneous improvement of a number of
factors which concern the organization of classes, curriculum material and teacher
training, and through the co-operation of administration, psychologists and
teachers, and public, American and Canadian Committee: summary of Reports.

These factors may be examined under the following headings:

a. The pupils undergoing instruction
b. The instructor
c. The school External factor

12
2.8 THE PUPIL FACTOR

Size of class

The number of pupils undergoing instruction is a vital consideration for

productive speech but not for the receptive side. Because it is a difficult tasks for
teachers to teach effectively to large number of students.

The mental and cultural standards of the pupils must be taken into account
for every phase of long-range training involving aims, subject matter and methods.

COMPOSITION OF CLASS

In school teaching, harmonious progress depends greatly on the

composition of the class. While this factor is applicable to every subject, it is
particularly decisive in foreign-language teaching where speech is a major aim.

Language classes and usually composed of pupils belonging to the following main
categories of types.
a) Those with a natural aptitude for language, who master the second language
with ease and require only extended experience;
b) Those of high intelligence who may acquire speech with effort but respond
well to the intellectual and aesthetic sides of language at the higher levels;
c) The average student with moderate attainments who has little intuition and
must be stimulated by devices;
d) The weak pupil who tends to treat language more as knowledge then skill
and is dependent on rules and rote learning;
e) The apparently non-linguistic pupil who does not respond to ordinary
stimuli and requires individual attention.

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ATTITUDE

Throughout the course the teacher will be called upon to over come
resistance on the part of the pupils. Without the will to work, satisfactory progress
cannot be expected. It is therefore imperative to promote a favorable attitude to the
subject.

DISCIPLINE

The efforts of both teacher and class ought to be exclusively devoted to the
subject so as to exploit the time element to the maximum. It requires considerable
pedagogic skill, whether intuitive or acquired, to control a class of pupils, at any
age, and get them to work collectively and harmoniously. It is in this sense of
willing co-operative activity that the term discipline is used here.

INTEREST

The most vital source of interest is the reading material, which serves as the
basic of most of the lessons. However skilful the teacher are, they can’t be
expected to arouse or even evince interest in dull and stultifying matter. The
textbook is more than a tool’ it is instrument and material combined.

The other means of infusing interest are the devices adopted as didactic
aids. These include: games, competitions, play- acting, singing, drawing,
correspondence, projects, audio-visual aids (gramophone, films, picture-strips).

2.9 B. THE TEACHER FACTOR

In view of the nature and range of the subject, it should be obvious that no
generalized discussion of the qualifications of the foreign language teacher is
profitable. The type of instructor, for instance, who is suitable for the practical
training, is not necessarily capable of dealing successfully with the theoretical side
of language; conversely, the teacher with high academic qualification may prove
an utter failure with beginners of any age. It would be well, then, to approach the

14
question from the language angle by defining the stage as elementary, intermediate
or advanced and noting the required qualifications for each level respectively.

ELEMENTARY

It is the first year that foundation habits are laid for the new language and it
is his experience in this stage, which will often determine the general attitude of
the pupil to the subject. The main qualification of the teacher of this stage should
therefore be:

a. General pedagogic training.

b. Special training in the theory and practice of foreign language instruction.

c. The possession of a good voice.

d. Good handwriting.

e. Ability to sing and sketch.

INTERMEDIATE

The chief aim of this stage may be assumed to be reading, with speech as a
secondary aim. While a sounder knowledge of the language is called for, in
addition to the other minor qualification a certain histrionic ability is desirable.

ADVANCED

When pupils reach the advanced stage they may still be far from proficient
in the basic skills, but they will already be dealing with a vocabulary considerably
beyond that for ordinary use, and their powers of expression in writing may
correspond to their educational level. At this level pupil will study texts
intensively, deal with grammar theoretically, educated and cultured teacher”.

15
2.10 EXTERNAL FACTORS

The pupils are only too sensitive to external factors. They will feel more
inducement to treat the subject seriously if English ranks as a major subject that
affects promotion.

The influence of the schools authority may be more positive, taking the
form of direct interference with the work of the teacher. The head master,
principal, or other authority to follow a prescribed programme covering not only
aims but also methods may call upon the teacher.

The one thing that matters here is that there should be co-operation between
the teacher of English and the rest of the staff. The teacher should welcome
discussion of all aspects of his subjects, but he should in turn be accorded latitude
in applying the method that constitutes his art.

2.11 FACTORS INFLUENCING THE LEARNING OF SECOND

LANGUAGE

a. Aptitude

It is not precisely known what governs aptitude to learn a second language.

Having mathematical ability or possessing a musical “ear” have been proposed as
possible connections to a person’s inherent ability to learn a second language.
Some people believe that the student’s ability to learn a second language in the
classroom is somehow related to the amount of formal training received in the
native language. Factors such as knowledge of tense word forms, and parts of
speech in the native language contribute to wards the student’s aptitude for
learning second language.

b. Age

Adults generally have a greater long-term memorizing ability than children,

which gives them a greater advantage for foreign language learning. This long-

16
term memorizing ability aids in the repetition and response of sounds, symbols ,
and words. It also provides an organization of newly acquired language structures,
enabling the students to have greater recall and understanding.

c. Motivation

Foreign language learning can be greatly influenced by motivation.

Students maybe motivated by financial as well as psychological needs to
communicate effectively in English.

d. Native language interference

When learning another language, students encounter certain pronunciation

and structure difficulties because of their native language. This has an effect on
their ability to acquire English.

2.12 THE ROLE OF STYLE AND STRATEGIES IN SECONDARY

LANGUAGE LEANING

What is meant by learning style?

The term learning style is used to encompass four aspects of the person:
cognitive style, i.e. preferred on habitual patterns of mental functioning: patterns
of attitude and interest that affect what an individual will pay most attention to in a
learning situation: a tendency to seek situation compatible with one’s own leaning
patterns: and a tendency to use certain learning strategies and avoid others learning
style is inherent and pervasive and is a blend of cognitive, effective, and
behavioral elements.

What are learning strategies?

Language learning strategies are the often-conscious steps or behaviors

used by language learner to enhance the acquisitions, storage, retention, recall, and
use of new information. Strategies can be assessed in a variety of ways, such as
diaries, think-aloud procedure, observations and surveys.

17
 Research both outside the language field and investigations with language
learners reviews frequently shows that the most successful learners tend to use
learning strategies that are appropriate to the material, to the task, and to their own
goals, needs and stage of learning.

2.13 CLASSROOM PROCEDURE FOR READING IN LARGE

CLASSES

1. Introduce the topic of the text and ask some questions (for immediate
oral answers) to explore the student’s knowledge of the topic. This
prepares them for what they are going to read, creating expectations and
stimulating their interest in the topic. It enables them to bring some thing of
their own to the reading of the text.

2. Select a few words or expressions from the text to pre-teach or review

very quickly. Choose only key words that are essential for undertaking the
text. The classroom treatment of reading is often ruined by excessive pre-
teaching of new words, which prevents the students from developing the
important skill of guessing or ignoring unknown words, and may cause
them to give up every where they find words they don’t know.

3. Before the students looks at the text, write one or two focus questions
on the chalkboard. This gives the students a purpose in their reading of the
text. As they read, they think about the text and see whether it reinforces or
contradicts the ideas, opinions and expectations they had in mind.

4. The students read the text silently and write down their answers to the
focus questions. Silent reading is the normal way most educated adults
read in real life. And certainly students should not listen to a reading aloud
first whether by the teacher or by other students. We don’t normally hear a
text before reading it; and in any case, most teachers don’t read aloud well
enough for their students to understand much of what they hear. As for

18
 reading aloud by the students it may have its uses __ and it’s certainly very
popular __ but it’s hard enough.

5. Even after they have gotten to know the text, and impossible to do well
when the text is new to them.

6. Ask some student to read out their answers. After a student does so the
teacher is careful not to say “Good” or “that’s right,” but merely says,
“thank you”, and goes on to another spond differently__ at least some
of the time.

2.14 PRE-WRITING ACTIVITIES

Once you have decided on a suitable topic for a composition, it is not

enough simply to turn your students loose to generate their material as best they
can. Develop pre-writing activities in order to enhance the generation of ideas.
Have your students brainstorm ideas in –group or whole class as a way of
generating as many ideas as possible on a topic two “scribes” can write on the
board the ideas the class generates, and the students can write their own lists of
ideas form those suggested by the class.

Give your students a topic and have them “free write” as much as they can
on that topic without stopping. This gives them practice in writing quickly and
extensively in English and allows them to see how much they know about a topic.
Because this is an intensive form of writing, it is very tiring and should be used
only for short periods of time until the students become familiar with it.

Use discovery techniques such as interviewing staff members as a way to

find more information on a subject. Use journalistic questioning techniques
----who? What? When? Why? ----- to explore a subject. Set up debates to help
students clarify both sides of complicated issues. These techniques will help
students discover what they know and don’t know about a topic, showing them
where and how to get information.

19
2.15 TEACHER DEVELOPMENT

Following are the ways of improving one’s knowledge of ELT and thereby
increasing one’s confident as a teacher.

i. Subscribing to ELT magazines and journals

ii. Joining professional organizations such as IATEFL and TESOL and

attending their conferences whenever possible.

iii. Forming local teacher’s groups and holding regular meetings to discuss
common problems.

iv. Inviting fellow teacher/ teacher’s trainers and guest speakers to contribute
lectures and workshops.

v. Publishing and ELT newsletter on a local or national scale.

vi. Arranging ELT book exhibitions with the help of ELT publishers,
organizations such as the British Council, or the relevant ministry.

vii. Joining a special –interest group in IATEFL, such as a one on teaching

development.

viii. Reading teacher’s handbooks published by most of ELT publishers.

2.16 TEACHING OF POETRY

How to teach poetry

We all agree that poetry cannot be taught. It can be read in school, studied,
learnt by heart and can be enjoyed”. This is so because each reader gets his own
impression from a poem and reacts to it in his own way. It is a fact that poetry
cannot be easily taught. For Pakistani readers language barrier is very serious and
unless that is removed, there can be no true appreciation of the poem on the part of
the pupils. The pupils cannot read properly if they cannot understand it.

20
Comprehension precedes appreciation. There is no particular method of teaching
poems. Each poem needs individual treatment, even the tone in the reading of each
poem varies according to its subject matter.

2.17 STEPS IN TEACHING POEM

1. Introduction

It is very important for the opening of a poem should be aimed at creating

the mood for the understanding and appreciation of the poem. Each poem needs a
different type of introduction. It may be biographical, analytical or synthetically.
(Sh. Nazir Ahmad )

a. Biographical introduction is needed if the poem is related with the life of

the poet.

b. Analytical introduction aims at giving a gist of the poem of an explanatory

nature.

c. In synthetically introduction, teacher discusses the main theme of the poem

by asking suitable questions from the pupils.

2. READING BY THE TEACHER AND THE PUPILS

The introduction will be followed by loud reading by the teacher and a few
pupils. A good part of the understanding and appreciation of the poem will depend
on effective reading. The desired effects can best be accomplished by the voice of
the teacher. Poetry is an art of ear not of eye. To enjoy poetry it must be read
aloud. Reading the poem once is not enough. Reading aloud by a few fluent and
understanding readers is very helpful because it prepare the mind and helps the
listeners to live in poem by the persuasiveness and eloquence of the reading.
Pupils should never be asked to read a poem prior to the model reading given by
the teacher himself.

21
3. INTENSIVE STUDY OF THE POEM

After grasping the general trend by the class, through reading the teacher
should proceed go to the detail and explain the cases of language difficulty.
Teacher should bear in mind to avoid too much explanation in poetry stanzas.
After reading and explaining a stanza, the teacher should ask to test
comprehension of the class. Other stanzas should be dealt with the similar way.

4. READING BY THE TEACHER AND THE STUDENT

After explanation of the difficult expressions reading is of the real worth to

the students because they have thoroughly grasped the poem, they can read the
poem properly and enjoy it. Finally the teacher should read all the stanzas
followed by loud reading of the students.

5. QUESTIONS BY THE STUDENTS

The students should be given a chance to ask any question if they have.
This attitude shall encourage the students to get their difficulties removed with
regards to comprehension of the poem.

6. RECAPITULATION

This step is necessary because it is a sort of test in comprehension. It tests

the understanding of the measure the general intelligence of the pupil and helps to
clear further for pupils subtle points of the poem.

7. APPRECIATION

It is based on the thorough understanding of the poem, its scene, story or

idea. Appreciation of the poem gives inner satisfaction that comes as a result of
the total effect produced on the mind.

Last but not the least the above given steps are servants to teacher and not
masters. She should not confine herself to these steps. Teacher should create

22
herself the atmosphere and acts on the stage attracting and fascinating the class
leading and guiding to the goal set by the nation.

2.18 THE PLACE OF SYLLABUS

A language teaching syllabus involves the integration of subject matter and

linguistic matter. In other words what to talk about and how to talk about it is
integrated. According to Tarey Reilly (1988), to design a syllabus is to decide
what is to teach and in what order. For this reason, the theory underlying the
language teaching, and language teaching methods play a major role in
determining the syllabus to be adopted. Theory of learning also plays an important
part in determining the kind of syllabus used.

The choice of a syllabus is a major decision in language teaching. It should

be made consciously and as much informative as possible. There are six types of
syllabi. (Tarey Reilly, 1988) for language teaching. These types rarely occur
independently of each other. These types of syllabi are not entirely distinct from
each other. The distinguishing factor is often the way in which the instructional
content is used in the actual teaching procedure. The main characteristics,
differences, strengths and weakness of individual syllabi are given here under.

1. STRUCTURAL (FORMAL) SYLLABUS

The contents of language teaching are collection of the forms and structure.
Grammar of the language which is to be taught. Such as Nouns, Verbs etc.

2. FUNCTIONAL/ NOTIONAL SYLLABUS

Its contents are collections of the functions that are performed during the
language lesson or nations that language is used to express. For example, functions
are, agreeing, requesting, apologizing and notions include size, age, colour etc.

23
3. SITUATIONAL SYLLABUS

This syllabus comprises on real or imaginary situations. Real purpose of

situational language teaching syllabus is to teach the language that occurs in
various situations. Examples of these situations include, complaining to the
teacher buying a pen from a shop, seeing a weaver etc.

4. SKILLED BASED SYLLABUS

The content of language teaching is a collection of specific abilities that

may have a part in using language. Skills are the thing that people must be able to
do and to be competent in a language. The primary purpose of skill based
instruction is to learn the specific language skill.

5. TASK BASED SYLLABUS

The content of the teaching is a series of purposeful tasks that students need
or want to perform with the language they are learning. Tasks are defined as
activities with a purpose other than language teaching. Tasks that can be used for
language learning are those tasks that the learners actually have to perform in any
case. Examples are applying for a job, talking with a police man, getting flight
information from PIA on phone and so on.

6. CONTENT BASED SYLLABUS

The purpose of instruction is to teach some content of information using the

language that the students are also learning. The subject mater is primary, and
language learning occurs incidentally to the content learning.

2.19 CHOOSING AND INTEGRATED SYLLABI

Six types of syllabi or instructional contents are generally integrated whole.

Because language is a relationship between form and meaning, and most
instruction emphasizes one or the other side of this relationship. In discussing
syllabus choice and design, it should be kept in mind that the issue is not which

24
type to choose but which types and how to relate them to each other. Specific
recommendations for combination of types are not possible. However, Tarey
Reilly (1988) has proposed a set of guidelines for the process.

GUIDELINES FOR PREPARING A PRACTICAL LANGUAGE

TEACHING SYLLABUS:

Tarey Reilly (1988) proposed the following ten steps:

1) Determine, what outcomes are desired and to what extent for the students in
the instructional programme. Define exactly and realistically, the students
should be able as a result of the instructions.

2) Rank the syllabus types to their likelihood of leading to the desired

outcomes. Complexity of outcomes may need several rankings.

3) Evaluate available resources in expertise in materials and in training for

teachers.

4) Rank the syllabi in relation to available resources or determine what type

would be easily implemented with in the available resources.

5) Compare the lists of S.NO.2and S.NO.4. Make a few adjustments to the

earlier list. Produce a new arranging on the basis of resources constraints.

6) Repeat the process, considering the constraints contributed by teachers and

student factors described earlier.

7) Determine a final ranking, taking into account all the information availed of
the earlier steps.

8) Designate one or two syllabus types as dominant and one or two as

secondary.

9) Review the question of integration of syllabus types and determine how

combination will be achieved and In what proportion.

25
10) Translate decisions into actual teaching units.

In making decisions about syllabus design, all the possible factors that
might affect the teaching ability of particular must be taken to
consideration. Tailoring the choice and integration of different type,
according to local needs, leads to a principled and practical solution to the
problem of appropriateness and effectiveness in syllabus design.

26
 CHAPTER NO 3

METHOD AND PROCEDURE OF THE STUDY

3.1 NATURE OF THE STUDY

The way of education research followed in the condition of current study is

called a descriptive research. A descriptive study describes and interprets what is.
It is concerned with conditions or relationships that exist, opinions that are held,
processes that are going on, effects that are evident, or trends that are developing.
It is primarily concerned with the present, although it often considers past events
and influences as they relate to current conditions. It involves collecting analyzing
and interpretation of conditions and existing position of English teaching in the
Govt. secondary schools for boys in District Haripur.

3.2 POPULATION

A population is a group to which a researcher would like the results of a

study to be generalized the population of the current study consist of all
Government High school for boys in District Haripur.

3.3 SAMPLING

A sampling may be define as selected group of individual or element of the

population which is the respresentitative of that population.

RANDOM SAMPLING

According to L.R. Gay a random sampling is one where every individual

has the same probability of being selected and selection of one individual in no
way affect.

40 English teachers were selected by the method of Simple Random

sampling.

27
3.4 A RATIONAL FOR THE QUESTIONNAIRE

A questionnaire is a major instrument of the research for collection of data

from varied and scattered sources in descriptive study.

It is an admitted fact that a poor constructed questionnaire will create

certain amount of contempt and confusion, and the result will be disappointing and
would provide flimsily basic for generation. But a care fully constructed
questionnaire will require a good deal of time, patience, skill and hard work, will
have unique advantages and would serve as a most appropriate and useful data
gathering device in a particular research.

3.5 THE CONSTRUCTION OF QUESTIONNAIRE

Questionnaire was prepared for teachers. The questions were of close form,
there were 30 questions in each questionnaire, before circulation it was dully
approved by the supervisor.

3.6 DMINISTRATION OF THE QUESTIONNAIRE

Questionnaire was distributed among the forty teachers. The views of

teachers were collected in the form of data.

3.7 PERSONAL VISIT

The researcher visited to sampled schools personally and met with English
teachers. Also observed the behavior and knowledge of the teacher regarding
audio-visual teaching material.

3.8 ANALYSIS OF THE DATA

The data information collected was arranged, organized and tabulated for
analysis to be interpreted and expressed in percentage.

28
 The conclusion of this research lead us to put forth certain suggestions
and recommendation that when implemented, will improve teaching of English at
secondary level.

29
 CHAPTER # 4

TABULATION AND INTERPRETATION OF DATA

The data obtained through questionnaire has been tabulated and analyzed in
this chapter. Beneath the tabulated and analyzed data pictorial representation has
been made so as to provide a gist of table in just a single view.

Q: No: 1 What is your academic / professional qualification?

Table No: 1: Shows the academic as well as professional qualification of English

teachers.

Description MA MA BA BA Total

MED BED BED CT

Q No.1 18 19 2 1 40

45% 47.5% 5% 2.5%

Explanation

1: 45% English teachers are MA MED.

2: 47.5% English teachers are MA BED.

4: 5 % English teachers are BA BED.

5: 2.5% English teachers are BA CT.

30
QNO: 2: What is your experience of teaching English at secondary
level?

Table No.2. Shows the experience of teachers in the subject of English at the

Secondary level.

Descriptio 4-10 11-20 21-30 Above 30 Total

n
years years years Years
Q No.2 14 11 12 3 40

35% 27.5% 30% 7.5

Explanation

1: 35% teachers have got from 4-10 year experience of teaching English.

2: 27.5% teachers have got from 11-20 year experience of teaching English.

3: 30% teachers have got from 21-30 year experience of teaching English.

4: 7.5% teachers have got from above 30 years year experience of teaching

English.

31
Q No: 3: Are You Teaching English At Your Own Will?

Table NO: 3: Refreets the willingness of teachers teaching English with their own
choice

Description Yes No Nil Total

Response
Q No.3 33 5 2 38

82.5% 12.5% 5%
. Explanation

1: 82.5% teachers are teaching English on their own choice.

2: 12.5% teachers are imposed to teach English.

3: 5% teachers remained unresponded.

Q No: 4: How many periods do you teach per week?

32
Table No: 4: Indicates the number of periods taught by the teachers per week.

Descriptio 20-24 25-28 29-32 Above 32 Total

n
Q No.4 9 13 13 5 40

22.5% 13.5% 32.5% 12.5%

EXPLANATION

1: 22.5% teachers teach from 20-24 periods per week.

2: 32.5% teachers teach from 25-28 periods per week.

3: 32.5% teachers teach from 29-32 periods per week.

4: 12.5% teachers teach more than 32 periods per week.

Q No: 5: Are you satisfied with the per week allocation of English
periods?

Table No:5 Shows the satisfaction of teachers with the number of periods
allocated for the subject of English at secondary level.

Description Yes No NR Total

Q No.5 34 5 1 39

85% 15%
EXPLANATION

1: 85% Teachers are satisfied with the per week allocation of English periods.

2: 12.5% Teachers are not satisfied with the per week allocation of English
periods.

3: 2.5% Teachers did not give any response.

Q:No:6: Are you satisfied with the physical facilities available in the
classroom?

33
Table No: 6 Shows the satisfaction of English teacher with the physical facilities
available in the class rooms.

Description Yes No NR Total

Q.No 6 12 28 - 40

30% 70% -
EXPLANATION

1:30% Teachers are satisfied with the physical facilities available in the class.

2: 70% Teachers think that available physical facilities are insufficient.

Q No: 7 Are you classroom crowded?

Table: No: 7 Reflects teachers responses about classroom congestion.

Description Yes No NR Total

Q.No. 7 31 9 - 40

77.5% 22.5% -
EXPLANATION

1: 77.5% Teachers face over-crowded classes.

2: 22.5% Teachers think that classes are of normal size.

34
Q No: 8 which method of teaching do you usually use for teaching of
English?

A: lecture b: lecture-discussion c: dictating-notes d: Grammar-Translation e:

Direct f: any other

Table No. 8: shows the varied methods that the teachers use for the teaching of
English.

Descriptio Lecture Lecture Dictatin G.T Direct Any Total

n Discussio g notes other
n
Q.No.8 2 3 - 26 9 - 40

5% 7.5% - 65% 22.5% -

EXPLANATION

1: 5% Teachers use lecture method for teaching of English.

2: 7.5% Teacher use lecture-discussion method for teaching of English

3: 65% Teacher use grammar Translation method for teaching of English

4: 22.5% Teachers use Direct method for teaching of English

35
Q No: 9. Do you make use of Audio-visual Aids?

TABLE NO: 9 Shows the ratio of teachers who make use of audio-visual aids in
their class.

Description Yes No NR Total

Q.NO. 9 33 7 - 40

82.5% 17.5% -

EXPLANATION

This table shows that 82.5% teachers make use of Audio-visual Aids while
17.5% do not make any use of Audio-visuals.

Q. No. 10 Do you prepare your English lesson regularly?

Table No: 10 Shows how many teachers prepare their English lesson regularly.

Description Yes No NR Total

Q.NO. 10 36 3 1 40

90% 7.5% 2.5%

EXPLANATION

The above table reflects that 90% teachers prepare their lessons regularly
and 7.5% teachers go to class without any pre-planning, while 2.5% teachers did
not give any response in this respect.

36
Q No. 11 Are you satisfied with the learning environment in your
Classroom?

Table No: 11 Indicates the satisfaction of teachers with the learning environment
of their classrooms.

Description Yes No NR Total

Q.NO.11 27 13 - 40

67.5% 32.5% -
EXPLANATION

The above table indicates that 67.5% teachers are satisfied with the learning
environment of their classrooms while 32.5% are not satisfied.

Q No: 12 Have you attended any refresher course in the teaching of

English during last two years?

Table No: 12 Reflects the opportunities that the English teachers have been
provided during the last two years to improve professional competence.

Description Yes No NR Total

Q.NO 12 18 22 - 40

45% 55% -
EXPLANATION

The above table shows that 45% teachers have been provided the facility of
refresher course during the last two years while the 55% are still deprived of it.

37
Q No: 13. Do you share your problems with the principal?

Table No: 13. Shows the percentage of teachers who share their problems with the
principal.

Description Yes No NR Total

Q.NO 13 27 11 2 40

67.5% 27.5% 5%
EXPLANATION

It shows that 67.5% teachers share their problems with the principal, 27.5%
teachers do not share their problems with the principal and 5% avoided to respond.
Q.No: 14. Do you have any meeting with other teachers?

Table No. 14 indicates the number of teacher who have meeting with other
teachers.

Description Yes No NR Total

Q.NO 14 40 - - 40

100% - -

EXPLANATION

The above table shows that 100% teachers have meeting with each other.

38
Q. No: 15 Do you assign home task to your students?

Table No: 15 represent the number of teachers who assign home-work to

their students.

Description Yes No NR Total

Q. No 15 37 2 - 40

92.5% 7.5% -
EXPLANATION

This table shows that 92.5% teacher assign home task to students where as
5% do not 2.5% teacher gave no response.

Q No: 16 Do you check the homework of students regularly?

Table No: 16 Shows that how many teachers check the home work of
students regularly.

Description Yes No NR Total

Q. No. 16 35 5 - 40

87.5% 12.5% -
EXPLANATION

This table indicates that 87.5% teachers check the homework of students
regularly, while 12.5% teachers have a casual checking.

Q No: 17 Do you speak English in the class while teaching English?

39
Table No: 17 Shows the number of teachers who speak English in the class while
teaching.

Description Yes No NR Total

Q. No. 17 13 27 - 40

32.5% 67.5%
EXPLANATION

1: 32.5% Teachers try to speak English in the class.

2: 67.5% Teachers speak native language in the class during English period.

Q No: 18 Do your students try to communicate in English with each

others?

Table No: 18 represent teacher’s responses regarding their

Student’s communication with each other in English.

Description Yes No NR Total

Q. No. 18 6 34 - 40

15% 85% -
EXPLANATION

This table reflects that 15% students try to speak English while 85%
students do not try to communicate in English.

Q No: 19 Do you encourage students to speak English in your class?

40
Table No: 19 Represents teachers encouragement to their students speak English
in the class.

Description Yes No NR Total

Q. No. 19 30 10 - 40

75% 25% -
EXPLANATION

75% Teachers encourage students to speak English in their class.

2: 25% Teachers do not encourage students to speak English in their class.

Q No: 20 Do you take conversational class by giving task and topic to

students?

Table No: 20 Shows the number of teachers who take conversational class by
giving task and topic to students.

Description Yes No NR Total

Q. No. 20 33 7 - 40

82.5% 17.5% -
EXPLANATION

This table shows that 82.5% teachers take conversational class while 17.5%
do not.

Q No: 21 Do you give them individual topic for presentation?

41
Table No: 21 represent the ratio of teachers who assign individual topics to
students for presentation.

Description Yes No NR Total

Q. No. 21 18 22 40

45% 55%
EXPLANATION

Shows that 45% teacher assign different topics to students for presentation
while 55% teachers assign almost the same topics.

Q No: 22 Do you organize group discussion?

Table No: 22 Represents the percentage of teachers in organizing group

discussion.

Description Yes No NR Total

Q. No. 22 32 8 - 40

80% 20% -

EXPLANATION

The above table shows that 80% teachers involve the students in group
work while 20% do not care for group discussion.

Q No: 23 Do you find the use of instructional material effective?

Table No: 23 Represents the teachers point of view regarding the effectiveness of
instructional material.

42
 Description Yes No NR Total
Q. No. 23 36 4 - 40

90% 10% -
EXPLANATION

90% teachers find the use of instructional material effective where as 10% find it
not effective.

Q No: 24 do you like activity based learning?

Table No: 24 show teachers’ interest in activity-based learning.

Description Yes No NR Total

Q. No. 24 31 9 - 40

77.5% 22.5% -
EXPLANATION

According to this table, 77.5% teachers are in favour of activity-based

learning while 22.5% teachers like other ways of learning.

43
Q No: 25 Do you carry out activities for improving the vocabulary,
speaking and pronunciation of your students?

Table No: 25 Shows teachers willingness to carry out activities for improving the
vocabulary, speaking and pronunciation of their students.

Description Yes No NR Total

Q. No. 25 38 2 - 40

95% 5% - -
EXPLANATION

This table shows that 95% teachers carry out activities to improve
vocabulary, speaking and pronunciation and 5% just leave students to learn on
their own.

Q No: 26 Do you switch over to different topics and methods during

the same period?

Table No: 26 Represents teachers shift to different topics and methods during the
same period.

Description Yes No NR Total

Q. No. 26 26 14 - 40

65% 35% -
EXPLANATION

12 : 65% Teachers shift to different topics and use different methods during the
same period while 35% teachers teach the same topic and use the same method
during the same period.

Q No: 27. In which area do you find difficulty while teaching English?

44
a: Grammar b: Pronunciation c: Vocabulary.

Table No: 27 Represents the area of difficulty that the different teachers face while
teaching English.

Descriptio Grammar Pronunciatio Vocabular Nr Total

n n y
Q. No. 27 30 8 2 - 40

75% 20% 5% -
EXPLANATION

1: 75% teachers feel difficulty in teaching grammar.

2: 20% teachers feel difficulty in teaching pronunciation.

3: 5% teachers feel difficulty in teaching vocabulary.

Q No: 28 Do the present text books fulfill all the requirements of

language learning process?

Table No: 28 Reflects the teachers responses regarding the requirements of

language learning process fulfilled by the present textbooks.

Description Yes No NR Total

Q. No. 28 14 26 - 40

35% 65% -
EXPLANATION

This table shows that 35% teachers are of opinion that present textbooks
fulfill all the requirements of language learning process while 65% teachers are of
opposite opinion.

Q No: 29 Do you prepare check-list to evaluate students progress?

45
Table No: 29 Shows the number of teachers who prepare check-list to evaluate
students progress.

Description Yes No NR Total

Q. No. 29 26 14 - 40

65% 35% -
EXPLANATION

The above table shows that 65% teachers prepare check list to evaluate
student’s progress, while remaining 35% take support of other means.

Q No: 30 Are you satisfied with the existing evaluation system?

Table No: 30 Reflects the satisfaction of English teachers with the existing
evaluation system.

Description Yes No NR Total

Q. No. 30 13 27 - 40

32.5% 67.5% -
EXPLANATION

This table shows that only 32.5% teachers are in favor of existing
evaluation system and 67.5% teachers take it as defective.

FINDINGS

46
1. 92.5% English teacher are highly qualified having MA.MED and MA.
B.Ed degrees while only 7.5% teachers possess a lower qualification of
BA.Bed and BA,CT.

2. English teaching experience of 35% teachers ranges form 4-10, of 27.5%

from 11-20, of 30% from 21-30 and of 7.5% is more than 30 years.

3. A large majority of 82.5% teachers are teaching English as their favourite

subject while only 12.5% teachers are imposed to teach English.

4. The load of par week period varies from 20-24, for 22%, 25-28 for 32.5%,
29 to 32 for 32.5% and above 32 periods for 12.5% teachers.

5. 85% teachers are satisfied with the number of per week periods assigned to
the subject of English which 15% think this allocation in sufficient.

6. Only 30% teachers are satisfied with physical facilities available in the
class and a large majority of 70% teachers show their dissatisfaction.

7. 77.5% teachers are facing over-crowded classes while 22.5% teachers are
satisfied with the size of their class.

8. 65% teachers still use grammar translation method where as only 22.5%
use direct method and 12.5% use lecture and lecture-discussion methods.

9. 82.5% teachers claim that they make use of Audio-visual aids and 17.5%
teachers admit no use.

10. 90% teachers prepare their English lesson regularly, 7-5% do not prepare
and 2.5% teachers remained silent.

11. 67.5% teachers are satisfied with the learning environment of their class
room while 32.5% teachers expressed their dis-satisfaction.

47
12. Only 45% teachers have been given chance of refresher course in modern
methodology and techniques while 55% teachers still cling to old- fashion
and out-dated method of teaching.

13. 72.5% English teachers share their problems with the principle to seek
professional guidance while 27.5% teachers do not take the trouble to share
their problems with the principal.

14. 100% teachers frequently share their problems with another.

15. 92.5% teachers assign home-work to students and 7.5% teachers do not.

16. 87.5% teachers check the homework regularly while 12.5% teachers check
it casually.

17. A large majority 67.5 percent teachers speak native language during the
English period where as only 32.5% teachers attempt to speak English.

18. 15% students try to communicate in English with other while 85.5%
students prefer to communicate with others in their native language.

19. 75.5% teachers encourage the students to speak English in the class while
25% do not.

20. 82.5% teachers are in favour of conversational class by assigning task and
topics to students while 17.5% teachers are not.

21. 45% teachers give individual topics to students for presentation and 55%
teachers assign almost the same topic.

22. 80% teachers involve students in group work while 20% do not care for
group discussion.

23. A large majority of 90% teachers find the use of instructional material
effective and 10% disinterested teachers, it is not effective.

48
24. 77.5% teachers are in favor of activity based learning and the remaining
22.5% like other ways of learning.

25. 95% teachers carry out activities to improve the various aspects like
vocabulary speaking and pronunciation etc and 5% teachers leave the
students on chance.

26. 65% teachers shift to different topics and methods during the same period
while 35% teach the same topic and use the same method.

27. 75% teachers feel difficulty in teaching grammar, 20% in teaching

pronunciation and 5% in teaching vocabulary.

28. 35% teachers hold the opinion that present textbooks turn up to the
requirement of language learning process which 65% teachers are of
opinion that textbooks are deficient in this respect.

29. 65% teachers prepare check-list to evaluate students progress where as 35%
teachers do the job with out check-list.

30. 32.5% teachers are satisfied with the existing evaluation system while
67.5% teachers take it as defective and wish it to be replaced by some
effective means.

49
 CONCLUSION
Having an over-view of this study as a whole, it becomes crystal clear that
in spite of our repeated efforts and high claims, English is being still taught like
social sciences and not as a language. Language learning is a matter of practice or
habit formation and its teaching demands methods and strategies quite different
from other subjects. But this aspect is mostly neglected in our schools.

The concept of teaching-learning process has changed in the context of

modern educational technology and now it is regarded as an inter-active process
wherein teacher and students both are active participants. But our teachers still
cling to old methods and tend to dominate the class. As result, children are
compelled to be passive listeners and not active participants.

On one hand, lack of physical facilities and non availability of teaching aids
is a hurdle in the way of smooth learning. On the other hand, lack of proper co-
ordination between the principals, and teachers leads to laxity on the part of
teachers.

As result, teachers do not feel interested in speaking English during the

class or assigning home-work and checking it regularly.

Majority of the teachers have not been provided any in-service training or
refresher course, to keep them in tact with the latest developments in the field of
pedagogy. And the pre-service training is not sufficient to make them effective
teachers to be able to cope with the over- crowded class in a better way.

On one hand, students do not try to speak English with each other and miss
one important aspect of language learning skills. On the other hand, there is
something wrong with our evaluation system that does not annoy only to teachers
but also to students and parents as well.

50
 In short, English is not being taught in our secondary schools in a way that
ensures proficiency in communication which is the main objective of teaching
English at this stage.

51
 RECOMMENDATION
It is an admitted fact that pre-determined objectives of teaching English at
secondary level in Pakistan can not be achieved under existing unfavorable
environment. Attainment of these objectives demands conducive environment
along with provision of all the requirements and change in the attitudes of
stakeholders.

In the light of findings of this study, the researcher will recommend the
following suggestions to improve the teaching of English in our country.

1. No doubt that the majority of English teachers are highly qualified both
academically and professionally. But this pre-service professional training
is not sufficient to keep pace with the ever-changing educational
methodology and techniques. Hence, in-service training or refresher
courses should be arranged for 100% English teachers to get them
introduced with the modern methodology.

2. Physical facilities and Audio-visual Aids facilitate learning by motivating

both the teachers and students. Therefore the lack of physical facilities and
shortage of A.V aids be immediately met an crash programme basis.

3. Even a very good teachers can not teach most effectively when he can not
pay individual attention to each and every child in an over-crowded class.
Hence the problem of over-crowded be solved by appointing more teachers
and constructing additional classrooms in the existing schools.

4. Teachers should be provided incentives so that they may feel motivates to

work with devotion in teaching, assigning work and checking it regularly.

5. The heads of schools should co-ordinates with teachers and keep a vigilant
eye on their laxity to maintain check and balance.

52
6. The existing evaluation system be revised in accordance with the needs of
our society so as to remove the dissatisfaction among teacher and students
about it.

53
 APPENDIX (A)
LIST OF SELECTED GOVT. HIGH SCHOOL
1. Government high school Laban Bandi
2. Government high school Noordie
3. Government high school Saria salah
4. Government high school Kangra
5. Government high school Kot Nageeb Ullaha
6. Government high school Pind Hashm Khan
7. Government high school Haripur City No 1
8. Government high school Haripur City No 2
9. Government high school Saria Nimat Khan
10. Government high school Bagra
11. Government high school Kholian Bala.
12. Government high school K.T.S No 1

54
APPENDIX (B)

QUESTIONNAIRE FOR ENGLISH TEACHERS

Instructions: - cross out Yes No which one is applicable to you.

Name of school __________________Name of Teacher__________________

Q.1. What is your academic/professional qualification? __________________

Q.2. What is your experience of teaching English at secondary level? __________

Ye No
Q.3. Are you teaching English at your own will?
s
Q.4. How many periods do you teach per week? __________________
Ye No
Q.5. Are you satisfied with the per week allocation of English periods?
s

Ye No
Q.6. Are you satisfied with the physical facilities available in the classroom? -
s

Q.7. Are you classrooms crowded? Ye No

s
Q.8. Which method of teaching do you usually use for teaching of English?

a. lecture b. lecture—discussion c. Dictating notes d. grammar – Translation

e. Direct f. Any other______________.

Ye No
Q.9. Do you make use of Audio-visual Aids? s
Ye No
Q.10. Do you prepare your English lesson regularly?
s
Ye No
Q.11. Do you satisfied with the learning environment in your classroom?
s

55
Q.12. Have you attended any refresher course in the teaching of English during
Ye No
last two years?
s
Q.13. Do you share your problems with the principal? Ye No
s
Q.14. Do you have any meeting with others teachers? Ye No
s

Q.15. Do you assign home task to your students? Ye No

s
Q.16. Do you check the homework of students? Ye No
s
Ye No
Q.17. Do you speak English in the class while teaching English?
s
Q.18. Do your students try to communicate in English with each others?
Ye No
Q.19. Do you encourage students to speak English in your class? s
Ye No
s
Q.20. Do you take conversational class by giving task and topic to students? Ye No
s
Q.21. Do you give them individual topics for presentation? Ye No
s
Q.22. Do you organize group discussion? Ye No
s
Ye No
Q.23. Do you find the use of in structural material effective?
s
Q.24. Do you like activity-based learning?

Q.25. Do you carry out activities for improving the vocabulary, speaking and
Ye No
pronunciation of your students? s

56
Q.26. Do you switch over to different topics and methods during the same
Ye No
Period? s

Q.27. In which area do you find difficult while teaching English

a. Grammar b. Pronunciation c. Vocabulary

Q.28. Do the present textbooks fulfill all the requirements of language learning
Ye No
process?
s

Q.29. Do you prepare check list to evaluate students progress? Ye No

s
Q.30. Are you satisfied with the existing evaluation system? Ye No
s

57
 BIBLIOGRAPHY
1. Ahmad Nazir Sheik (1964). The Teaching of English as Second Language
Lahore: The Carwan Book House.
2. Billows, F.L. (1964). The Techniques of Language Teaching,
London:Longmans. Green and Co. Ltd.
3. Finocchiara, M. (1958). Teaching of English as a Second Language, New
York, Harper and Row.
4. Gina, Doggett (1986). Eight Approaches to Language Teaching, English
Teaching Forum.
5. Khan Dr. Wazim (2000). Educational Research, Azim Publishing House,
Khyber Bazar Peshawar (Pakistan).
6. LODOI Robett, Language Teaching Theory and Practice, (New York).
7. Oxford Rebecca (1989), The Role of Style and Strategies in Second
Language Learning English Teaching Form.
8. Qureshe Husain Ishtiaq (1975). Education in Pakistan an Inquiry into
Objectives and Achievements, (1st Edition) Pakistan: Ma, Aref Printers,
Karachi-4.
9. Sheikh Abdul Haq (1961). The Teaching of English in Pakistan.

58