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NAME OF THE TOPIC-

“ENHANCING STUDENTS’CREATIVE
WRITING SKILLS IN ASSAMESE”

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CHAPTER-1

1.1 INTRODUCTION:
Action research is a process in which participants examines their own educational
practice systematically and carefully, using the techniques research. It is based on the
following assumptions:
 Teachers and Principals works based on problems they have identified themselves
 Teachers and Principals become more effective when encouraged to examine and
assess their own work and then consider ways of the working differently.
 Teachers and Principals help each other by working collaboratively.
 Working with colleagues helps teachers and principals in their professional
development.

Although there are many types of research that may be undertaken, action research
specifically refers to a disciplined inquire done by a teacher with the intent that the research
will inform and change his or her practices in the future. This research is carried out within
the context of the teacher’s environment –that is, with the student and at the school in which
the teachers work on question that deals with educational matters at hand while people call for
greater professionalization say that teachers should be constantly researching and educational
themselves about their area of expertise, this is different from the study of more educational
question that arise from the practice of teaching.

Implicit in the term action research is the idea that teachers will begins a cycle of posing
question, gathering data, reflection and deciding on a course of action. When these decision
begin to change the school environment, a different set of circumstance appears with different
problems posed, which require a new look. Indeed, many action research projects are started
with a particular problems to solve, whose solution leads into other area of study. While a
teacher may work a alone on these studies, it is also common for a number teachers
collaborate on a problems, as well as enlist support and guidance from administrators,
university schools, and others. At time, whole schools may decide tackle a school- wide study
to address a common issue, as join with others to look at district-wide issues.

1.2 ASSAMESE LANGUAGE

Assam is situated at the heart of northeast India spreading an area of 78,438.00 square
kilometres comprising 27 districts. The inhabitants of Assam are a broad social inter mixture
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of Mongolian, Indo-Burmese, Indo- Iranian and Aryan origin. The hilly tracks of Assam are
mostly inhabited by the tribes of Mongolian origin. This broad social intermixture is the
native of the state of Assam called their language and the people “Asomiya” or “Assamese”
which is also the state language of the Assam. Assamese or Asomiya (Axomiya) has got its
different definitions with the attempts to define it on the linguistic, cultural or ethnic basis.
The state has the largest numbers of tribes within their variety in tradition, culture, dresses and
exotic way of life. Most tribes have their own languages. Bobo ( or kachari), karbi, kosh-
Rajbanshi, Miri/ Mishing, Radha, Dimosa, Tiwa, Deori are some of these tribes exhibiting
variety in tradition, culture, dresses, and exotic way of life.

Language is considered is one of the most substantial elements of education and literacy
Assamese, Its efficiency and commands comes with the mastery in received and production
skills, Conventionally and even today in India production skills of language are given
significance of which writing is the most preferred outcomes expected of students. This
standing is justified in the school where the students are required to master good writing
compositions.

is the principal language of the state regarded as the lingua-franca of the northeast India. The
Assamese language is the eastern most member of the Indo-European family. It is spoken by
most of the native of the state of Assam. As a first language it is spoken by over 15.3 million
people and including those speak it as a second language, a total of 20 millions speak
Assamese primarily in the north eastern state of Assam and in parts of the neighboring states
of West Bengal, Meghalaya and Arunachal Pradesh and other north east India states.
Nagamese is an Assamese based creole used as the lingua franca of different Naga groups. It
is widely used in Nagaland and some parts of Assam. Small pockets of Assamese speakers
can also be found be Bhutan and Bangladesh. Immigiants from Assam have carried the
language with them to other parts of the world.

1.3 REVIEW OF LITERATURE

In the language learning field, the researchers have shown interest in the area pertaining to
writing composition. Richards (1990) found that the students’ interaction helps in developing
the cognitive skills that involves generating ideas. Results from various language studies have
shown that the teacher who emphasizes and focuses on the writing skills on the study can
bring about a change. The students become efficient at generating and organizing creative

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ideas as a result. The most adopted teaching model that helps in developing writing skills in
the balanced literacy approach is the method of writing process ( Zampardo, 2008)

Being an ability, writing can be improved by learning through repetition. If the teachers would
be aware of the writing process, this would help in teaching appropriate strategies and that
would also improved the writing abilities of students in education environment (oberman and
kapta, 2001).

Accordingly, studies conducted in Karachi at primary level shared the view that young
students are lack writing skills and the teachers don’t seem to using a proper writing process
too. Therefore, this study aimed at describing the difficulties pertaining to composition
writing and strategies to develop writing abilities of the students to write creatively. Mainly,
there are five stages of writing process any stage can be skipped and returned to later. These
are: Prewriting, Drafting, Editing, and Publishing. Learning the writing process is important
for the students as it enables students to express their thoughts, knowledge and feelings
efficiently.

The more the students learn the writing process, the more they will be able to express
themselves efficiently (casewell, 2008; Ozbell, 2006 and sumith 2005). According to Brookes
and Marshall (2004) imagination and originality are valued more than the standardization
creative writing. While assessing the students for creative writing, they are given space to
evaluate their creative writing and cognitive skills. In order for the students to write
creatively, it is essential that their thoughts should not be restricted in any way (sharples,
1996).

Planning, organization and discovery of thought are prerequisites for creative writing. If the
students are restrained they will not be able to maintain the originality of their work and the
creativity might be compromised as well (Rechards, 1990).

The most appropriate variety on study is variation, speaking in terms of creative writing
(Basaran, 2007). He further elaborate that this genre encompasses the factual and fictional text
created by the students to engage in creative writing exercises the facilitator themselves in
high order thinking and a regular habit of reading (kucuk, 2007).

Recently, it has been observed that researchers in language learning area are intensely
interested in the area of learning strategies. According to Bajaranoetal(1997), small group
helps the students to device their own learning strategies. Even after this point had been

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established, a small number of researchers one of which was brain storming in the field of
teaching creative skills such as writing (Zagred 1987).

Tompkins (2004) says that writing process resembles a road map, through this is the student,
action and thoughts can be monitored right from the beginning till the end. He further says
that a stage from this process can be skipped and reached to later on but cannot be skipped
altogether. In order to make the students think creatively, they should be given opportunity to
see world though windows and observe it and they can write creatively without any fear. All
the educational schools place great importance on writing. Whilst teaching, the teachers often
find that some students are able to articulate their thoughts quite well while the others are not.
This is mainly because writing is a skill that some students are more proficient in the others.

It becomes vital for the teachers in the educational setting to play concentration on the
grouping need of the students, their parent expectation from their children to while in
Assamese and requirement of the schools. Hence, this study was established with an aim of
enhancing the creative writing skills.

1.6. HYPOTHESIS OF THE STUDY:

As the students of the poor in writing in the Assamese language clearly, I have taken some
respective measures for enhancing their skills of creative writing, specially by regular
assessment test and also by preparing of appropriate TLMs to motivate them to learn the
language perfectly.

1.7. RESEARCH METHODOLOGY:

This study tries to cover the all the aspects of students’ problem in enhancing the writing
skills Assamese.

 Research design: The researchers determined action research for this study. During
the research, interventions were made consistently. These interventions included the
use of flash cards for reinforcing the vocabulary of the students. Furthermore, the
students were given a list of words on a regular basis through which they were able to
learn more words. The students were also provided with the opportunities to use the
new words which they had learned.
 Techniques of sampling: A sample of 13 students was selected among the total
students of class VIII of Devicharan Baruah Girls’ High School. They are selected for

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the action research as they are shown weak in Assamese language class and also in
the pre- test. The age group of these students varied from 10- 12 years. Though the
students were able to talk fluently in proper Assamese as their mother tongue, but
they were not able to write according to the required standard of the respective school.
Since the performance of the students was measurable, pre test and post test were
conducted in the classroom.
 Class size: There are 25 students in the class VIII (A) of Devicharan Baruah Girls’
High School.
 Sample size: A sample of 13 students was selected among the total students of class
VIII of Devicharan Baruah Girls’ High School. The age group of these students varied
from 12-14 years.
 Research period: The survey was conducted in the month of March, April, May of
2018.
 Data collection: For the purpose of study both primary and secondary data is collected
from the people by using a questionnaire, which is derived to be brief, simple and
reliable. There is also pre test and post test which was held to observe their levels of
ability.

The secondary data are collected from various sources; like journals, magazines and the
internet.

 Tools and techniques: Learning achievement test for Assamese language composition
was designed to collect the data about students’ baseline status of composition
proficiency and another similar genre paper was designed to explore the impact of
intervention on the students’ which was given in the end of the cycle completion as a
post test.
 Questionnaire design: For the purpose of collecting relevant research data, structured
and non designed type questionnaire is used. This work is carried out though face to
face survey and self- administered questionnaire. The questions offered are multiple
choices.

1.8. LIMITATION OF THE STUDY:

As we know that no work is complete in itself, similarly during the course of my study on
“Enhancing Students’ creative writing skills in Assamese” I had to face the following

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difficulties for completing the report. The respondent were reluctant to share information
about their problems in the subject area etc.

Truly, they hesitated to reveal the actual data due to unknown reasons.

I) The project is carried out for limited period.


II) As data has been collected through questionnaire, there are chances of biased
information provided by students.
III) The secondary data usually differs from one another.

If further research does any study in this direction with taking the above limitations into
account it will become a more depth study and will give more fruitful result.

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CHAPTER-2

Good writers are those, who keep the language efficient. That is to say, keep it accurate, keep
it clear.

-Ezra Pound

In Assamese learning classroom, the teacher aims at developing four skills of his/her learners’
ability to understand, to speak, to read and to write. The ability to write occupies the last place
in this order, but it does not mean that it is least important.

“Reading make a full man, conference a ready man and writing an exact man,” says Bacon. It
is an important tool, which enables man to communicate with other people in many ways. Our
abilities in language are made perfect in writing. Writing trains ears and eyes and fixes
vocabulary, spelling and patterns in our mind. Speaking and reading form the basis for written
work. Emphasis should be paid to written work, which is in no way less important than
reading and speaking. As a matter of fact four linguistic abilities are developed
simultaneously. They cannot be treated in isolation. Like speaking, writing is also an art, a
creative art in which the acquired skills in language and in rate interest are made manifest.
While it may be argued that learners may not be required to write much, and the skills is
mainly for examination purpose, writing nevertheless, helps to learn and practise new words
and structure and since writing done slowly and carefully, it helps to focus students’ attention
on what they are learning.

2.1. FACTORS EFFECTING ASSAMESE LANGUAGE SKILLK:

When I started my teaching at Devicharan Baruah Girls’ High School, at the first day I take a
class of language in class VIII. First and foremost, I observed that many of the students are
not able to read the lesson fluently. For the next time, every day I noticed the same problems
in loud reading and creative writing also. Then I prepared some factors which efforts their
Assamese language writing skills. They are follows:

A) The Effect of Language Transfer to Writing:

“Transfer is the influence resulting from the similarities and differences between the target
language and any other language that have been previously acquired (and perhaps imperfectly
acquired)” thinking patterns to express English and sometimes some ridiculous mistakes are

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made. Many students do not use the standard language of Assamese in their day to day
interactions. They use their home language in writing also. Hence it effects in their writing
skills.

B) Small Vocabulary:

Small vocabulary is major concern in students’ writing. Some students use too often words in
their compositions. Students are likely to use words that they perceived to be simple, no
matter phonologically, grammatically or semantically and that learners prefer to use general
and high frequency words rather than low frequency and specific ones. Therefore, it is very
necessary for students to enlarge their vocabulary.

C) Insufficient Writing Skills:

The most typical problems in students’ writing is that the content is a little vacuous. Students
can’t express their ideas in a deep sense because they are not able to develop the topic
sentence using detailed description, students have only a little writing experience and they
will find they can get no where around a topic. Students are short of the necessary writing
skills and relative writing knowledge, which reveals the deficiency of Assamese writing.

D) Cultural Differences:

Culture is the knowledge acquainted by social life, while language is the knowledge system,
which is acquired by the inspiration of human’s acquired social language environment.
Language is the main part of culture, and it reflects its culture. It is now a day a common place
in language pedagogy to stress the importance of culture are intertwined. It is impossible to
teach a language without culture, and culture is necessary context for language use, cultural
awareness requires learners to have the skills of “empathy” and “cultural integration”.
Therefore, it is very essential for students to cultivate their cultural awareness and be critical
in their thinking patterns.

E) Different Writing Styles:

If anyone compares home language and standard language of Assamese, he will find that
home language is very often more flowery than the standard one. Assamese home language is
usually plain. But in the standard language, there is general rule to write with nouns and verbs
in creative writing, because they are regarded as more forceful and descriptive than other

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words. The writing styles of students are also varied from students to students. They prefer to
use their speaking language in writing also.

2.2. EFFECTIVE WRITING SKILLS:

Effective writing skills are central in both higher education and in the world of work that
follows. One’s ability to compose an extended text is the single best predicator of success in
course work during the freshman year. Gains in informative and analytical writing ability are,
moreover, taken as a good indicator of the value added by higher education. As the medium of
the selected school is Assamese, hence it is most important for each and every students of
class VIII to know the writing skills of Assamese completely.

Writing involves the following basic skills:

 Handwriting and typing


 Spelling
 Construction grammatical sentences
 Punctuating

At higher levels, writing involves cognitive skills such as:

 Gathering information and ideas relevant to the topic and discarding what is not
relevant
 Organising the information and ideas into a logical sequence.
 Structuring the sequence into section and paragraphs.
 Expressing the information and ideas in a written draft.
 Editing the draft and writing out a final text.

The writers draw on four types of competencies:

a) Grammatical competence: Use of grammar rules, morphology, syntax, spelling and


punctuation.
b) Sociolinguistic competence: Rules that enables writers to vary their writing according
to their purpose, topic and audience.
c) Discourse competence: Ability to organize texts cohesively and coherently through the
use of devices such as pronoun reference ellipses or deletion of repetitive words,

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d) Strategic competence: Use of strategies such as brainstorming writing ideas, writing
draft, and revising. When students are assigned a writing task, they should follow
some writing principals. There are some ways in which guided writing exercises an
help students prepare for a writing task:
 Students think about the topic before they write.
 Students brainstorm ideas and approaches.
 Students discuss the topic with other students, getting new ideas and clarifying their
own thoughts.
 Students see example writing that deals with similar issues.
 Students do some preliminary writing exercises making notes, answering questions,
ordering ideas, linking sentences etc
 Students work though some language exercises containing language that may be
useful in their writing.

2.3. EFFECTIVE WRITING STRATEGIES AND HYPOTHESIS OF THE


ACTION PLAN:

In order to achieve better writing results, effective writing strategies are in desperate need.
The following parts serve as an introduction of writing strategies to improve students’ writing
competencies.

a) The teacher should change their teaching concept and pay attention to cultivate
students’ critical thinking ideas. There is an example of selective courses for university
students in Finland. This writing course is open for all the students, who are in
different grades and have different linguistic competencies. This concept is conducted
by process writing method and students should write a composition in the following
steps, make an outline of a composition, write a composition, edit the composition,
and evaluate the composition, writers get feedback from their teacher and peers in
order to revise their composition and make it more effective.
b) Because of the variety of tasks which must be performed, together with the
advisability of bringing in various skills, talents and points of view, writing is
frequently a team effort or co- authored venture. It goes without saying that all
members of a materials writing team will have professional qualification for the
assignment.

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c) Writing involves a different kind of mental process. There is more time to think, to
reflect, to prepare, to rehearse, to make mistake and find alternative and better
solutions.
d) The writing activities should be chosen according to student interests and level. The
teacher should take many factors into consideration. He should make sure of the
writing tasks are appropriate for the students to complete. It is a question of what
language the students have at their command and what can be achieve with this
language. A little real composition, parallel letters, and picture composition.
Composition work at higher levels can involve the whole class, or writing in pairs or
groups, as well as working individually. The design of writing assignments depends on
how much language the students know and what their interests are only in this way,
can students achieved creative writing and be highly motivated.
e) The evaluation of written work weights heavily on students’ writing abilities. It is
really frustrating for the students to find their written work filled with red lines and
bad comments. There is a problem of over correction. The teacher need a achieve a
balance between being accurate and truthful on the one hand and treating students
sensitively and sympathetically on the other. It is a good way for the teacher to make
correction of some important aspects, and let the students evaluate their peer’s work in
some trial and minor respects, the teacher ought to rethink their teaching behaviours
and adjust their teaching method to meet students’ real needs.
f) Reading and writing are two sides of some coin. They are complimentary to each
other. They can be both input and output. Therefore, they should be treated as an
interactive and integrated whole. One cannot play its full role without the other.
Writers can get ideas by reading what others have written about a topic. A good
written work may throw light on readers and they may learn how others compose a
composition. Good writers are likely to write down what they think are good words,
sentences and expressions. Therefore, it is beneficial for the teacher to raise student
awareness of getting ideas by reading large amount of relevant materials.

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CHAPTER-3

IMPLEMENTATION OF THE ACTION PLAN

As the students have not fluency in reading and writing of Assamese, hence, to improved
their ability to write creative writing, respective measures are taken.

3.1. ORAL LANGUAGE DEVELOPMENT:

Oral language proficiency in both home and school language is an important goal of our
language program. We have theatre, song and interactive learning programs in our classes,
and listening and speaking activities. This includes role play and skits in the children’s
home language. These plays are often inspired by the talk that is familiar to children. The
students are also asked to tell stories. Most children are quite comfortable with
interpreting a story that has been narrated to them in the form of a play in their home
language. It makes a substantial difference in children’s Assamese language speaking
abilities and confidence. We see this as a critical foundational step for the children to
succeed in their school education, where the medium of instruction is Assamese stories
and role play we hope will boost their confidence and respect for their own stories and
cultures, as also help them learn Assamese.

3.2. READING AND WRITING:

We begin with the very basics letter identification, pronunciations, and letter sound
concepts, using home language vocabulary. This was necessary as we have seen that even
after 4to 5 years of school, children’s concepts of letters and sounds was not clear, and
many of them struggle with basic reading. Many of the languages the children speak often
do not have all the sound of the Assamese alphabet, and it requires special attention to
familiarize them to these sounds. The next step has been to encourage the children to
begin reading in Assamese. We begin with basic texts and take them to the next level.

3.3. PREPARING THE TLM (TEACHING LEARNING MATERIAL):

An important aspect of the TLM produced for the project is the community based
curriculum. There are many challenges to working in languages that are in the medium of
instruction, we have found that involving the community and using local material in the
classroom leads to children taking a greater interest in the class, serves to connect the

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community to the school, and ensures ownership of the project at the local level. We also
documents local talk stories and songs, in both home language and in translation, as we
have found that children find it easier to work with material that they share a degree of
familiarity with. In the next step we also share this materials with the children from our
other classes, though translation from one language to another.

3.4. ASSESSMENT:

Children are periodically evaluated to chart their progress. There is a baseline, midterm
and final assessment of their own skill, vocabulary, reading and writing the competences
the classes focus on our tests serve as indicators of the children’s progress.

Learning achievement test for Assamese language composition was designed to know
about student baseline status of composition proficiency and another similar genre paper
was designed to explore the impact of intervention on the students, which was given in the
end of the cycle competition as a part test. Composition test consisted of “your first day at
school “for pre test, whereby, for the post test composition exercise consisted of “An
Unforgettable Experience.”

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CHAPTER- 4

DATA ANALYSIS AND INTERPRETATION

Following the research process was collected data from two sources test and questionnaires.
Once collection was complete, we were able to organize and analyze it.

A) Pre-test and Post-test

The learning achievement test for Assamese language composition was designed to collect the
data about students’ baseline status of composition proficiency and another similar genre
paper was designed to explorer the impact of intervention on the students, which was given at
the end of the cycle completion as a post test. Composition test consisted of “Your first day at
school” for pre test. Whereby, for the post test composition exercise consisted of “An
unforgettable Experience”.

Table 1: Comparative score chart of students pre and post- test.

Roll PRE TEST T POST TEST T


No. Spelling Vocabula Gra Content O Spelling Vocab Gram Content O
& ry mma Qualify & T & ulary mar Qualify & T
Punctua r Creativity A Punctua Creativity A
tion L tion L

1 1 1 2 1 5 2 2 3 2 9
2 1 1 0 0 2 2 1 2 1 6
3 1 0 1 1 3 1 1 2 1 5
4 2 1 2 1 6 3 2 3 2 10
5 2 2 1 1 6 2 3 1 2 8
6 0 1 0 1 2 1 2 2 1 6
7 1 0 0 1 2 2 1 2 1 6
8 2 1 1 2 6 2 2 3 3 10
9 1 1 0 0 2 2 1 1 1 4
10 2 1 2 1 6 2 2 3 3 10
11 1 1 0 1 3 2 1 1 2 6
12 1 2 1 2 6 2 2 2 2 8
13 1 0 0 1 2 2 1 1 2 6

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Figure 1: Comparative score chart of students pre and post- test.

10 10 10
10

9
9

8 8
8

6 6 6 6 6 6 6 6 6 6
6

5 5
PRE TEST
5
POST TEST
4
4

3 3
3

2 2 2 2 2
2

0
1 2 3 4 5 6 7 8 9 10 11 12 13

Interpretation:

The data analysis of pre test and post test revealed that he children mostly improved their
vocabulary, grammar, critical writing and pronunciation as the difference between the scores
of pre and post tests. Improvement was shown in all areas, in some not as significant as
others. This was because of the reason that the teacher had focused on a regular intervention
and children when given vocabulary are seen to have shown prominent progress.

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B) Questionnaire analysis:
1) Do you enjoy writing?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Yes 4 30.77%
2 No 4 30.76%
3 Sometime 5 30.46%

Graphical Presentation:

30.46% 30.77%

Yes
No
Sometime

30.76%

Interpretation:

Here 30.77% respondents say that they have enjoyed the writing while same percentage
holder respondents do not have any interests in writing. But at the same time, 38.46% students
of class VIII say that they sometimes enjoy the skill of writing.

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Q. 2. Do you think of yourself as a Writer?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Yes 3 23.08%
2 No 5 38.46%
3 Sometimes 5 38.46%

Graphical Presentation:

23.08%
38.46%

Yes
No
Sometimes
38.46%

Interpretation:

By the study we find that 23.08% students think themselves writer, 38.46% students do not
think and 38.46% students sometime feel themselves writer.

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Q. 3. In which you have more interest?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Reading 6 46%
2 Writing 5 39%
3 Listening 2 15%

Graphical Presentation:

15%

46%

Reading
Writing
39%
Listening

Interpretation:

By the observation we find that 46% students prefer to reading the Assamese, 39% prefer to
writing and only 15% students like listening.

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Q. 4. Do you face problems in using your medium of instruction?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Yes 2 15.38%
2 No 7 53.85%
3 Sometimes 4 30.77%

Graphical Presentation:

15.38%
30.77%

Yes
No
Sometimes
53.85%

Interpretation:

By the study we find that only 15.38% students faces problem in using Assamese as medium
of instruction, 53.85% students faces no problem and 30.77% students sometimes face
problems in using Assamese as their medium of instruction.

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Q. 5. What do you normally like to write?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Story 6 46.15%
2 Poem 7 53.84%
3 Novel 0 0%

Graphical Presentation:

0%

46.15%
Story
53.84%
Poem
Novel

Interpretation:

By the study we find that 46.15% students normally normally like to write poems while no
students have no interest in writing novels.

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Q. 6. Who would you say has influenced you in your creative writing?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Friend 3 23.07%
2 Teacher 4 30.77%
3 Parent 4 30.77%
4 Other people 1 15.39%

35.00%
30.77% 30.77%

30.00%

25.00% 23.07%

20.00%

15.39%
15.00%

10.00%

5.00%

0.00%
Friend Teacher Parent Other people

Interpretation:

By the study, we find that 23.07% students are influenced by their friend, 30.77% by their
parents, 30.77% are by their respective teachers and 15.39% students are influenced by other
people in their creative writing.

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Q. 7. Can you get rid of most mistakes in grammar, spelling, punctuation and so on, so
readers would not be put off?

SI. NO RESPONSE RESPONDENTS PERCENTAGE


1 Yes 2 15.38%
2 No 3 23.07%
3 Sometimes 8 61.55%

Graphical Presentation:

15.38%

23.07%
Yes
61.55%
No
Sometimes

Interpretation:

By the study we find that, 15.38% students can get rid of most mistakes in grammar, spelling,
punctuation, and so on, 23.07% can’t get rid of and 61.55% students sometimes get rid of
most mistakes in grammar or spelling, punctuation an so, on.

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CHAPTER-5

5.1. FINDING OF THE ACTION RESEARCH:

The major purpose of conducting the survey is to fulfil the objective of the study and the
finding of the study show that whether the study fulfils its objective or not so in short finding
of the study depicts the major benefit of the study. The major findings are discussed as below:

a) Earlier most of students in the class are not interested in creative writing in Assamese.
After applying our action on them, after a few weeks it has been seen that most
students have shown their interests in creative writing.
b) 70% of students are able to secure more marks in the post test than the marks they
secured in the pre test.
c) Students would be able to read the Assamese lesson fluently without chilly mistakes.
d) The students have shown their interests in some fields such as story and poem writing.

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5.2. CONCLUSION:

As can be seen from the findings, there have been a difference noted in the participants of the
Action Research. The intervention has been prove be fruitful where is reflection is required
for those who did not progress. The intervention proved to bring out significant improvement
in enhancing the composition writing skills of the students. The research findings can be
beneficial for the other researchers to EFL. This research also provides guidelines to the
teachers as to which pedagogies should they adopt to improve their students’ creative writing
skills. It would be enjoyable and beneficial for those teachers who have direct contact with the
students and they would be excited to witness a change. According to the empirical
observations of the action research, the following might be suggested: every stage of the
writing process should be studied and demonstrated by both, teachers and the students in order
to develop the writing abilities.

Writing is an important a skill as speaking, listening, and reading. For many learners, the time
to think things though, to produce language in a slower way, is invaluable. In present
Assamese teaching, listening and speaking seem to play more important roles than writing.
However, writing is the most comprehensive skill above all. With the integration of
information technology into curriculum teaching, the traditional teaching methods of writing
should be abandoned. More attention should be paid to the interaction between teachers and
students as well as students themselves. In addition to this, the way of evaluation should be
change as well. Writing is a complicated process. It is concerned with culture, thinking way
the linguistic knowledge. There are many aspects in Assamese writing worthy of being
explored and further research need to be done to improve students’ writing skills.

25
BIBLIOGRAPHY

1. Kothari C. R. “Research Methodology”, New age International Private Ltd publishers,


2004.
2. https://en.wikipedia.org/wiki/Research
3. http://www.businessdictionary.com/definition/research.html.
4. Borg. W (1981), Applying educational research: A Practical guide for teachers, New
York. Longman.
5. Brennan, M & Williamson. P. (1981) Investigating learning in schools, Victories,
Australia: Deakin University Press, E. F, (1994).

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ANNEXURE-1

QUESTIONNAIRE

“ENHANCING STUDENTS’ CREATIVE WRITING SKILLS IN ASSAMESE”

Name of the students:

Class- Roll No:

Q.1. Do you enjoy writing?

Yes/No/Sometimes

Q.2. Do you think of yourself as a writer?

Yes/ No/ Sometimes

Q.3.In which you have more interest?

Reading/Writing/Listening

Q.4. Do you face problems in using your medium of instruction?

Yes/No/Sometime

Q.5. What do you normally like to write?

Story/Poem/Novels

Q.6.Who would you say has influenced you in your creative writing?

Friend/Teacher/Parent/Other people

Q.7. Can you get rid of most mistakes grammar, spelling, punctuation, and so on, so
readers would not be put off?

Yes/No/Sometimes

Q.8. When would you first interest, in creative writing?

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ANNEXURE-II

Question papers of pre-test and post test

PRE TEST-

Q.1.Write in your own words about “Your First day at school” (12)

POST TEST-

Q.2. Write in your own words about “An Unforgettable Experience of Your Life” (12)

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