A STUDY OF EFFECTIVENESS OF A PROGRAMME DEVELOPED TO IMPROVE THE MARATHI PRONUNCIATION OF 3rd STD ENGLISH MEDIUM STUDENTS.

THIS REPORT IS SUBMITTED TO DIET BY Poonam Lan o!"

S.Y.D.T.Ed DIV # B ROLL NO. $%

GUIDE BY MRS. SHEHNA& MAM

SUBMITTED TO M.C.E. SOCIETY 'UNIER COLLEGE OF EDUCATION (ENGLISH MEDIUM) ACADEMIC YEAR (*+$* , *+$3)

CERTIFICATE
This is to certify that Miss Poonam Langote completed the action report on A Study of Effectiveness of a Programme Developed to Improve the Marathi Pronunciation of 3rd Std English Medium Students ! "or the partial fulfillment of D!T!Ed course under my guidance and supervision and is #eing su#mitted to D!I!E!T!

$uide Shehna% Mam

Researcher Poonam Langote

DECLARATION

I hear by declares that the research Miss Poonam Langote Div : B, Roll No. 16, work done by the topic of A Study &f Effectiveness &f A Programme Developed To Improve The Marathi Pronunciation of 3rd Std English Medium Students ! re ori!inal pieces of research work done by "e. I have specified that so#rces fro" where the relevant infor"ation has been collected. $o the best of "y knowled!e this dissertation is not s#bstantially the sa"e as those which were s#b"itted for any other acade"ic %#alification to this D.I.&.$ or any other instit#tions.

Researcher Poonam Langote

'( )& :* D $& :*

DEDICATION AND VOTE OF THANKS

My heart felt !ratit#de to "y !#ide 'rof. +hehna, Ma" (ect#rer 'rof. +abrina -han 'rinciple of M.).&. +ociety .r. )olle!e of ed#cation for their val#able !#idance, concrete s#!!estion and enco#ra!e"ent in brin!in! o#t st#dy to stat#re. I a" also thankf#l to all teachers. ll the st#dent of this school witho#t whose co*operation and help this st#dy work and e/peri"ents wo#ld not have been possible. I owe special thanks to "y friend and class "ates who have !iven "e co*operation to co"plete the dissertation.

I will be very "#ch thankf#l to "any a#thors who all ready co"pleted their research and laid down a "ail stone to "any a#thors with their research book with o#t their reference this research co#ld not be co"pleted last b#t not least. I a" very "#ch thankf#l to "any a#thors who raised their helpin! hand in "y co"pletin! this task.

Researcher Poonam Langote

CHAPTER-1 Introduction of topic of rese rc! 1.1 1.1 1.2 1.3 1.4 Introd#ction 0 back!ro#nd of proble" Need of the proble" I"portance of the proble" +tate"ent of ai"s 5perational definitions

1.6 1.7 1.8 1.9

5b6ectives ss#"ption and hypothesis +a"ple +cope and li"itation

$.$

In!rod-.!/on

Language is the main part of the communication s'ill the sound system of different language is very vast su#(ect! Marathi is mother tong of people of the Maharashtra! Marathi is very important language for Maharashtra children for achieving their aim and development of their personality! In those days parents )ant to send their children to English medium schools* therefore students of English medium school student Marathi pronunciation are not good! In Maharashtra Marathi is compulsory su#(ect in school level! Therefore it is necessary for the teacher to 'no) proper Marathi pronunciation to inculcate in their children Marathi is communication language of Maharashtra most people understand only the Marathi so* the English medium children in Maharashtra their Marathi language! $.* N""d o0 !1" 2ro34"m Marathi is mother tong of the Maharashtra state ! Marathi is compulsory in school level! English medium student English pronunciation are good #ut they are faced many pro#lems in the Marathi language! Marathi is communication language of Maharashtra* so the children are good in Marathi language! It is necessary for improving their Marathi spea'ing s'ill! It is very important the children are good inn the Marathi language! $.3 Im2or!an." o0 !1" 2ro34"m

+uman life depends upon language for development! Language is important for conversation!* the fore appropriate pronunciation is important in teaching learning! If the pronunciation is correct then language )ill also #e correct , student can spea' , read confidently! $ood pronunciation )ill develop their personality! To develop the programme for improving Marathi pronunciation )ill help them the further study! It is very important improving their language! Marathi is #oli #hasha of Maharashtra people so it is important to the children are good in this language! -!. S!a!"m"n! O0 A/m5 A Study of Effectiveness of A Programme Developed To Improve The Marathi Pronunciation of 3rd Std English Medium Students ! $.6 O2"ra!/on d"0/n/!/on. The activity )hich has #een developed #y the researcher to help the student in their pronunciation! Language/ Language is a system of communication )hich consist a set of sound and )ritten sym#ols! Program/ those student have passed 3rd std and #et)een the age of 0 to -1 years!

-!2 O37".!/8"5# To find out the mista'es committed #y students in Marathi pronunciation! To ma'e list of mista'es committed #y the students! To develop the effectiveness for improving the Marathi pronunciation To study the effectiveness of Marathi pronunciation of English medium student! $.9 A55-m2!/on5 : 1;2o!1"5/5. A55-m2!/on5 English medium student 'no) Marathi language! English medium student ma'e mista'es during conversation! H;2o!1"5/5 In research t)o types of hypothesis are there! $) N-44 1;2o!1"5/5# There )ill #e no significant difference in the achievement of student performance! *) R"5"ar.1 1;2o!1"5/5# There )ill #e significant difference in the achievement of student performance #y the programme! -!3 5am24" / A sample is the population the researcher has selected 41 student for the sample! Sampling/ sampling means the method used dra)ing sample for the population the researcher has selected purposive sample!

-!0 S.o2" and 4/m/!a!/on S.o2"/ Marathi language is the very important in Maharashtra for the communication to each other! Marathi is the )idely spea'ing language of Maharashtra! Therefore it is necessary for student to understand concept clearly of the Marathi language! All Maharashtra people spea's in the Marathi! L/m/!a!/on/ This )or' is restricted only for the Marathi su#(ect! The researcher )or's is restricted only for the std student! This )or's is limited only for std 3rd of555555! This )or' limited only the 3rd Std 6 Div student this )or' is limited only for Marathi pronunciation!

CHAPTER , * 7E8IE9 7ELATED LITE7AT:7E 4!- 7E8IE9 &" LITE7AT:7E 4!4 I;;&8ATI&; , :SE":LE;ESS &" 7ESEA7<+ 9&7=

*.$ R"8/"< o0 4/!"ra!-r" In!rod-.!/on =# 7evie) is to esta#lish intellectual connect to esta#lish pereneal state of 'no)ledge on the su#(ect Since action research is the under ta'e to solve the current pro#lem! It may #e necessary to revie) the availa#le research material every time! 6ut it is >uite natural that every research )ant to e?hi#it that research is different from any earlier research made on the same su#(ect To plant the research method the researcher has to ma'e use of availa#le materials , too' he can use this material for completing the material for his o)n research This is states that revie) of the research material is re>uired since only then one can esta#lish his o)n indentify , prove that his research is different Sources

6oo's

;e)spaper

Ma?ine

6ouch 8olume

Thesis Inter@net

R"8/"< R"4a!"d Ma!"r/a4 6oo's A-B Techni>ues of the teaching of Marathi in the ne) millennium A!L =ohli* Dhanpat 7ai pu#lishing company ;e) Delhi ne) eclition 4111 Marathi is spo'en and understand in the state of Maharashtra #ut one thing is marathi is that no t)o district have same type pronounication A4B Teaching of marathi made easy P 8 Sengupta * 7!P Shastri dou#aa house * ;e) Delhi! - edition -033 Audio 8isual aids can also #e used profita#ly for teaching pronunciation 4!4 No8"4!; and -5"0-4n"55 o0 r"5"ar.1 <or> The research had ta'en the revie) of various literature the research reali%ed that all this research )ere done M!Phil* Ph!D level and this research )ere carried on higher student The present research is done on 3rd std student previously this research )as not done at primary level! This research useful for all the student to improve their pronounication This is novelty of research )or' No8"4!; , This research )or' done #y primary student

CHAPTER NO= 3 IMPLEMENTATION OF RESEARCH 3.$ RESEARCH METHODOLOGY 3.* SAMPLE 3.3 TOOES : TEC?NICES OF THE ACTION RESEARCH 3.@ REMEDIAL ME'ORS

R"5"ar.1 M"!1odo4o ; In this the researcher may use method to gather information! 7esearch method can #e called planning method an e?ecution underta'en #y the researcher to solve a specific research pro#lem The research pro#lem can #e past pro#lem can #e past oriented* present oriented or future divided into three group as given under 7esearch Method

+istorical 7esearch

E?perimental 7esearch

Survey 7esearch

The research has selected e?perimental for the research The research has used e?perimental method EA2"r/m"n!a4 R"5"ar.1 M"!1od =# The research in )hich effect of one factor on the other is studied is called CE?perimental 7esearchD In scientific terms e?perimental research means e?amining the hypothesis indicating the causes and effect relation E?perimental method provides systematic logical method E?perimental research method is conducted to understand the effect of the factors li'e teaching method education instrument or tools used )hile teaching or the effect of num#er of student in the classroom etc! on other

factors li'e their motivation level and the attitude to)ards education "or this study only an e?perimental method is considered appropriate The e?perimental method is useful to the research )or'

C1ara.!"r/5!/.5 o0 EA2"r/m"n!a4 M"!1od A-B "or ma'ing a comparative study of e?perimental study of e?perimental and controlled a minimum of t)o sets are re>uired A4B This helps in finding out the effect of the action ta'en and in assessing as to )hich action is more effective A3B The action and to )hat e?tent it is to #e ta'en decided #y the research A.B It is not possi#le to handle independent varia#les li'e se? discrimination* age* social and economical conditions AEB Sets or groups are divided e>ually #y using random sampling method 3!* Sam24" Sample is very important to research )or'! A sample is a part of the population )hich represents the e?act population! Every factory of the sample is from the population only A Sample is the #asis for dra)ing conclusion! 7egarding indications of the population!

Similary any difference #et)een the conclusions dra)n from the sample and those studying the population depends on the method used for selecting samples M"!1od o0 Sam24"=# Sample means method used for Malistage sample 7andom Sampling Stratified sampling Fuata Sample <luster sample Purposive sample Incidental sample Sample
SAMPLE

Purposive Sampling In purposive S!M the research select the sample from population of his purpose and )hich satisfied )ith particular purpose e!g! Student )ea' in English prounounciation are selected #y the research to give the treatment

3!3 Too45 and !".1n/B-"5 o0 a.!/on r"5"ar.1 The research re>uires various tools to conduct his action research The tools of action research is important! There are four main type of tools! This tools used the research )or'! The main tools used for action research can #e divided in to four #asic types! Tools

&#servation ?-"5!/onna/r"#=

Fuestionnaire

Intervie)

Test

A series of pre@arranged >uestions put for)ard for collecting information is called a Fuestionnaire* the second tool used in Action 7esearch According to 6ar* 9ell arranged set of the >uestions given to the person form )hom information is #e collected is called a >uestionnaire 6oth >uanative , >ualitative information can #e collected #y using this tool free , #ound >uestion can #e as'ed in a >uestionnaire! Arrangement o' >uestion is a 'ey factor in a good >uestionnaire!

C1ara.!"r/5!/.5 o0 ?-"5!/onna/r" A-B The >uestionnaire should coerces and its language clear and specific A4B The >uestion should #e intelligi#le A3B The >uestionnaire should #e clear and unam#iguous! A.B Fuestions should #e small and correct! AEB Typing of the >uestionnaire should #e tidy and neat Ad8an!a "5. A-B It is possi#le to get responses form respondents staying at different location A4B A large num#er of persons can participate as respondents A3B A respondent can send his response as per his convenience!

D/5ad8an!a "5. A-B There is no provision for (udging the e?actness of the ans)ers given to >uestions in the >uestionnaire A4B 7esearch to a >uestionnaire can only #e collected from person )ho can read and )rite

3.@ R"m"d/a4 Ma7or In!rod-.!/on Programm )as prepared #y research on topic A study of effectiveness of program develop for improving Marathi pronounciation of std 3rd the programme implemented on 41 student! Pro ramm In the pre@test researcher had given the passage to student for reading thought this test the research reali%e the students of Std 3rd commited follo)ing mista'es )hile reading the sentences , )ord #ased on follo)ing pronunciation!

C E 'o/n! <ord5

D F

T1" 2ro ramm" d"8"4o2"d 3; !1" r"5"ar.1"r /5 0o44o</n Da;

Monday

A.!/8/!/"5
The researcher give the one paragraph of Marathi language #oo' Apre@test The researcher give practice of G H I J )ords to pronounce orally The researcher give practice @@@K and (oint )ords in Marathi The researcher give the post test to the students the researcher research given the passage to read Apost@testB

Tuesday

9ednesday Thursday

STATISTICAL TOOLS The 7esearcher used follo)ing statistical tools for analyse the data collecting during e?periment E E T M 7 L L L L L T-? T4 A7B E?periment Pre@test Treatment 7andomami%ed

After implementation of programme post test )as administrated mar's )ere allotted to this post test the scores of pre@test , post test )ere analysised , conclusion )as dra)n PRE=TEST TRAINING PROGRAMM POST=TEST STATISTICAL EVALUATION CONCLUSION SUGGESTION

CHAPTER NO = @ COLLECTION OF INFORMATION : DATA ITS SYNTHESIS AND ANALYSIS @.$ PRESENTATION OF INFORMATION : DATA @.* ANALYSIS : INTERPRETATION @.3 CONCLUSION

.!- PRESENTATION OF INFORMATION :DATA In previous chapter* Implementation of research in research methodology* sample tools , techni>ues* remedial ma(ors is given In present chapter presentation of information , data analysis , interpretation , <onclusion is given

Ta#le no - , 4 In this mar's o#tained #y the student of std 3rd in pre test in -ta#le , 4 ta#le mar's o#tained of post test 7oll ;o Ta#le ;o!@- Pre@test 0 4 3 3 -. 3 E N 2 2 N E 3 -0 -4 -1 -1 -0 -4 N -3 2 -. N -E 3 -2 3 -N N -3 2 -0 -1 41 0 Total -23 .!4 Analysis , Interpretation Analysis of data 7oll ;o 4 3 . E Ta#le ;o!@Pre@test 0 3 -3 N Ta#le ;o!@4 Post@test -. --E -2 41 D E 3 . 3 -3 D4 4E 0 -2 2. 0 Ta#le ;o!@4 Post@test -. --E -2 41 -4 -1 -N -3 -N -N -E --4 -3 -4 --4 -E -. 42N

2 N 3 0 -1 --4 -3 -. -E -2 -N -3 -0 41 Total

2 E --4 -1 0 N 2 N 3 3 N 2 -1 0 -23

-4 -1 -N -3 -N -N -E --4 -3 -4 --4 -E -. 42N

2 E 2 4 N 3 3 E E E . . 2 E E -1.

32 4E 32 . .0 2. 2. 4E 4E 4E -2 -2 32 4E 4E E0.

STASTICAL TOOLS

T LtL

T L cal L-3!30 8alue of CtD at 1!1- level is 4!2E1 i!e ta#le L 4!2E1

Gra21 The researcher analysis the data #y using graph* graph is important to analysis the pretest , post test data The follo)ing $raph is prepared #y the researcher!

2:: 14: 1:: 14: 1:: 4: : 're*$est 'ost*test )ol#" n1

In this graph analysis the data this graph sho) the pretest , post test total mar' this sho) the pretest mar's are very less than the post test after the training give post@test in this post in cress the student mar's! Interpretation of data T calculated O t ta#le -3!30 O 4!2E i!e ;ull hypothesis is re(ected , research is accepted Con.4-5/on There )as a significant difference in the scores of pre@test , post@ test

The programme developed #y the researcher proved to #e helpful for improving the Marathi pronounciation of the students! That means programme developed #y researcher is successful!

CHAPTER 6 SUMMERY CONCLUSION RECOMMENDATION 6.$ SUMMERY

6.* CONCLUSION 6.3 RECOMMENDATION 6.@ SUGGESTION OF FUTHER REPORTS

6.$

SUMMERY

INTRODUCTION

Marathi language is mother tongue of Maharashtra state! It is very important for the communication The purpose of this study )as to improve Marathi pronounciation of English medium student of 3rd std ;o) a days parents )ants to send their childrenDs in English medium school There for students Marathi pronounciation are not proper! There fore it is necessary for teacher to 'no) proper Marathi pronounciation to inculcate the same in their students

N""d : Im2or!an! English medium students English pronouncation are good #ut they face many pro#lems in Marathi pronounciation It is necessary for improving Marathi spea'ing s'ill A good Marathi pronouncation )ill help them in the future study and for developing their

S!a!"m"n! o0 A/m A study of effectiveness of a program pronounciation of 3rd std student in ;;;;;;;;;;;;...

O37".!/8" To find out mista'e committed my the student in Marathi pronounciation To study the effectiveness of Marathi pronounciation of English medium student A55-m2!/on and 1;2o!1"5/5 English medium student 'no) Marathi English medium student ma'e mista'e during the conversation Student )ill co @ operate There are t)o type of hypothesis research , null hypothesis Sam24" The research select t)enty student for sample , select purposive sample method S.o2" : 4/m/!a!/on Marathi is )idely spo'en language of Maharashtra Therefore it is necessary for the students to understand the clear concept of Marathi language! The researcher )or' is restricted only to Marathi su#(ect! It is limited only to std 3rd of <ES English medium school Pune!

6.* CONCLUSION

Most of the students ma'e mista'es #ecause of negligence to)ards the proper pronunciation! There )as a significant difference in the score of pre@ test and post@test! After implementation of programmed the pronunciation of student improved The student state to recogni%e the difference #et)een the pronunciation , try to pronounce (oint )ord properly

6.3 RECOMMENDATIONS#= Teacher should tell the importance of good pronunciation to the student , parents To improve the pronunciation of the students* teachers should arrange elocution completion Teacher should tell the rules a#out pronunciation of )ords at initial stage Parents should pay attention on the pronunciation of their child 7esearcher prepares present research not only for the students #ut also for the teacher* parents , for society

6.@ S-

"5!/on o0 0-r!1"r r"5"ar.1

9hile conducting the research felt that there are same areas further research can #e carried out in further as per follo)ing o#(ect! This type of study can #e done on different standard in school related to English su#(ect! This research )or' can #e done on different standard in school related to all language This research can #e conducted district , state level In the present research the research conducted research on English medium student Marathi , :rdu medium should #e consider for the research!