Chapter IV Data Analysis and Interpretation

Chapter 4 Data Analysis and Interpretation

4.1: Introduction

Data analysis is a practice in which raw data is ordered and organized so that
useful information can be extracted from it. The process of organizing and
thinking about data is the key to understand what the data does and does not
contain.

Raw data can take a variety of forms, including measurements, survey

responses and observations. In its raw form, this information can be incredibly
useful, but also overwhelming. Over the course of the data analysis process,
the raw data is ordered in a way which will be useful.

In order to answer all the questions, some research studies need to include
both qualitative and quantitative methods.

In present research raw data is in the form of measurements of achieved marks

in pre and post tests, observations during experiment of students’
performances, students’ opinions about training programme. Data in the form
of measurements is analyzed using quantitative analysis process and the data
in the form of observations and Opinions are analyzed using qualitative
analysis process. The pre test was given only to check the performance level
of the students before implementation of the programme. The scores of pre
test have revealed that the students have not reached at expected (mastery)
level and hence need of the training programme is ensured.

4.2 Quantitative analysis

 Quantitative data analysis

Research Hypothesis:
Training programme of language skills enhances performance of at least 80%
of student teachers at least up to 80% marks (mastery level) in the post test of
A) Listening skills
B) Speaking skills
C) Reading skills
D) Writing skills

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Null Hypothesis: Observed percentage of performance of student teachers

in A) Listening B) Speaking C) Reading D) Writing skill will not be
significantly less than expected percentage (i.e. 80% of student teachers
will achieve 80% marks) at .01 level.
Hypotheses testing
Statistics is an indispensable tool in the hands of the researcher that enables
them to make inferences or generalizations about populations from their
observations of the characteristics of samples.
In the present research in order to make inferences the researcher has applied
chi-square test, a test to determine if the proportions of two categories differ
from the expected proportions.
Formula of chi square test

x² = ∑ (fo-fe )2
fe

Data analysis:
In the present research hypothesis (A) is “Training programme of language
skills enhances listening performance of at least 80% of student teachers at
least up to 80% marks (mastery level) in the post test of listening skills.”
The expected and observed performance is as shown in the table

Percentage of student Percentage of

teachers below 80% marks student teachers
above 80% marks
Observed % 0 100

Expected% 20 80

The observed performance clearly indicates that the expectation is fulfilled

and hence there is no need to apply the chi square test.
We can conclude that training programme is effective for listening skill.
The graph below is an indicator of enhancement of listening skills

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 Chapter IV Data Analysis and Interpretation

hypothesis (B) “Training programme of language skills enhances speaking

performance of at least 80% of student teachers at least up to 80% marks
(mastery level) in the post test of speaking skill.”

The expected and observed performance is as shown in the table

Below 80% Above 80%

Observed % 0 100

20 80
Expected%

The observed performance clearly indicates that the expectation is fulfilled

and hence there is no need to apply the chi square test.
We can conclude that training programme is effective for speaking skill.
The graph below is an indicator of enhancement of speaking skills

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 Chapter IV Data Analysis and Interpretation

hypothesis (C) “Training programme of language skills enhances reading

performance of at least 80% of student teachers at least up to 80% marks
(mastery level) in the post test of reading skill.”
The expected and observed performance is as shown in the table

Below 80% Above 80%

Observed % 0 100

20 80
Expected%

The observed performance clearly indicates that the expectation is fulfilled

and hence there is no need to apply the chi square test.
We can conclude that training programme is effective for reading skill.
The graph below is an indicator of enhancement of reading skills

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 Chapter IV Data Analysis and Interpretation

Hypothesis (D) “Training programme of language skills enhances reading

performance of at least 80% of student teachers at least up to 80% marks
(mastery level) in the post test of reading skill.”
The expected and observed performance is as shown in the table

Below 80% Above 80%

53 47
Observed %
20 80
Expected%

In writing skill student teachers have not acquired the expected level so it is
necessary to test the hypothesis statistically
To test the above null hypothesis we need to apply chi square test.

Null Hypothesis:
Observed percentage of performance of student teachers in Writing skill
will not be significantly less than expected percentage (i.e. 80% of student
teachers will achieve 80% marks) at .01 level.

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Chi square is calculated with the help of

http://www.graphpad.com/welcome.htm

Chi-square test results

P value and statistical significance:

Chi squared equals 68.063 with 1 degrees of freedom. The two-tailed P value is
less than 0.0001
By conventional criteria; this difference is considered to be extremely
statistically significant. Hence null hypothesis is to be accepted and research
hypothesis is to be rejected.

Conclusions:
x² value is less than P value hence the difference is significant in observed and
expected frequency of facts, here expected frequency for above 80% was 12
where as observed frequency is 7 for the same this is significantly lower than
expected hence null hypothesis is rejected but research hypothesis that In post
test 80% student teachers will acquire at least 80% mastery also is to be
rejected.

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4. 3 Qualitative analysis

4.3.1 Meaning of qualitative analysis:

Qualitative analysis differs from the traditional logical-positivistic,

quantitative analysis in a variety of ways. Qualitative analysis focuses on in-
depth interviews, observations, and document analysis. A holistic perspective
permits broader views of complex issues facing educational researches. In
addition qualitative research includes limited quantification (e.g., counting the
number of occurrences of an event), in general it interprets data without
numerical analysis.

4.3.2 Data analysis process:

In the present research researcher has made an attempt to analyze and interpret
data (observations during the programme, students’ opinions about training
programme etc.) with the help of qualitative analysis.

Observations of students during the programme were analyzed skill wise

first. Further these observations of students were classified according to four
changes which were observed during the programme. These changes are:
1) change in attitude
2) change in habit
3) change in behavior
4) change towards language skill development

The researcher has used quantification for counting number of occurrences of

above changes in students.

To specify these changes the researcher has used colours as follows

1) Orange colour to show change in attitude

2) Pink colour to show change in habit
3) Green colour to show change in behavior
4) Blue colour to show change towards language skill development.

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Students’ opinions were analyzed skill wise and quantifications were used for
counting occurrences of opinions.

4.4 Data analysis

4.4.1 Data analysis of observation diary
Index

Change in attitude

Change in habit
Change in habit
Change in behavior

Change towards skill development

LISTENING SKILL

Observations of students performances

 Observations during listening skill pretest

 Students were looking careless about listening.(10)
 Students were looking here and there and at other students.(8)
 Students were paying attention to the noises outside. (4)
 Students were writing answers without considering the listened
content.(10)
 Students were listening carefully and trying to answer correctly thinking
about listened content. (5)
 Students asked to repeat. (3)

Conclusions:

 Students were not attentive.

 They could not write accurate answers.
 Students were passive listeners.
 33% students tried to listen carefully and answer correctly.

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 20% students showed Interest.

 Observations during listening skill orientation
 Students were looking excited and eager to know about listening skill.(10)
 They said, “We were not given such information before so we were not
aware of importance of listening skill.” (3)
 Students said, “Now we realize, though unproductive and abstract skill,
listening is prerequisite ability for developing speaking and reading
skill.”(4) Other students were agreeing with them.
Conclusions:
 Orientation about listening skill helps to understand the meaning nature
and importance of listening skill.
 53% students showed interest they were eager to know more. (8)

 Observations during listening skill practice

(Vowels, consonants and diphthongs)
 Students were finding it difficult to come out of their previous habit and to
be attentive and careful while listening, but they were trying. (10)
 They started giving answers but most of the times they were wrong only
because of their careless listening .(10)
 Students tried to make themselves listen carefully. (10)
 Students gave correct answers about diphthongs. And felt very happy.
 They tried more and ask the researcher to repeat vowels and consonants.
(6)
 Students gave correct answers and felt very happy. (8)

Conclusions:
 Listening practice helps Students to develop habit of careful listening.
 It also develops confidence in them. They were eager to learn more.

 Observations during listening skill practice (words- one syllabic, two

syllabic and monosyllabic)

 Students listened to each and every word carefully and tried to recognize
the type of words.(12)
 Students wrote correct answers.(12)
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 Students exchange their worksheets confidently.(15)

 Students could recognize the word type correctly by listening to the correct
stress.(13)
 Students took part in the discussion also.(7)

Conclusions:

 Listening practice helps Students to understand minute stress differences

in words.
 It also develops confidence in them.
 Practice of syllabic words helps to develop accurate listening of the words
 It also took the students towards skill development.

 Observations during practice of sentence stress

 At the time sentence stress orientation students were looking excited and
eager to know about sentence stress. (10)
 Students said, “we were familiar with these types of stress but we were
never taught how to use recognize them how it affect meaning.”(4) Others
were agreeing with them.
 Students wrote down everything about stress.
 Students tried to understand stressed and unstressed words.(15)
 Students could easily mark stressed and unstressed words. (4)
 Students find it important for reading and speaking skill. (3) Others were
agreeing with them.

Conclusions:

 Listening practice helps Students to understand minute stress differences

in words.
 It also develops confidence and interest in them.
 Practice of syllabic words helps to recognize accurately the stressed and
unstressed words.
 It also took the students towards skill development.

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 Observations during Intonation practice

 Students listened carefully about intonation .(13)

 Students understand carefully where these falling and rising intonations
are used.(15)
 Students find it important for reading and speaking skill. (4)
 Students wrote correct answers about intonations.(12)

 Observations during activities.

 Activities regarding vowels consonants and diphthongs.

 Students learned to pay careful attention so they were attentive while

listening.(15)
 13 students gave above 16 correct answers out of 20.
 All the students were confident.
 Students did not hesitate to give answers though they were wrong.

 Activities regarding syllabic words (finding place of stress and word

type).

 Students were very alert and could give above 85% correct answers.(15)
 Students follow instructions correctly and could recognize minute
differences also.(13)
 Students confidently exchange their worksheets with their partners to
check it.
 Students could write 18 correct answers out of 20. (13)
 Students could write 20 correct answers out of 20.(2)
 All the students were confident.

 Activities regarding falling rising tone.

 Firstly while recognizing intonation students were thinking about whether
sentence is statement, command or question etc.
 Students tell to repeat the sentences as they want to give correct answer
they don’t want to be wrong.

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 Students confidently exchange their worksheets with their partners to

check it.
 During all these listening practices activities (vowels, consonants
diphthongs, stressed & unstressed words& intonations) students were
competing with others

Conclusions:

 Orientation and practice develop interest and confidence among students

 Students competitive attitude help them to be perfect in listening skill.

 Observations during listening skill post test

 Students were very alert and attentive while listening question words ,
sentences and instructions .(15)
 Students were confident.(15)
 Students could easily find out the vowels , consonants and diphthongs
.(15)
 They could count prepositions while listening to the paragraph and write
correct no of prepositions.
 Students could recognize falling rising intonation easily.
 Students could follow instructions correctly.
 Students could write correct answers of the questions based listened news
item, paragraph or conversation.

Conclusions:
 Listening skill Orientation, practice and activities help student to master
listening skill.

SPEAKING SKILL

 Observations during speaking skill pretest Q.1 Speech on one topic.

 Students were looking confident while speaking. (5)

 Students were not accurate but fluent.(3)
 Students were accurate and fluent.(2)

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 Students feel frightened and uneasy to speak in English for 3 minutes. (10)
 Students could not speak even a single line confidently.(10)
 Students could not speak a single grammatically correct sentence.(13)
 Students have impact of mother tongue.(8)

 Observations during pretest Q.2 Say dialogues for following

situations.
 Students express confidently with expression but constructions were
wrong. (5)
 Students could not find words to express. (5)
 Students were hesitating .(8)
 Students spoke wrong constructions.(10)
 Students were speaking without any expression on their faces, rather they
were confused.(10)

Conclusions:
 Students were not confident.
 Students don’t know how construction expressions for communication.
 Students have less vocabulary.

 Observations during pretest Q.3 Dialogues with the researcher.

 Students express themselves confidently but there was impact of mother

tongue and constructions were wrong.(5)
 Students could not find words to express. (10)
 Student said, “Madam please, ask simple questions”. (8)
 Students were hesitating to express themselves. (8)
 Students were feeling inferior. (8)
 Students were talking without any expressions on their faces, they were
looking confused.(10)

Conclusions:

 Students were not confident.

 Students have less vocabulary.
 Students could not construct correct sentences.
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 Observations during pretest Q.4 dialogue with peer

 Students were active during conversation.(5)

 Students were hesitating to take part in conversation. (10)
 Students were talking without any expression on their faces. (10)
 Students could not construct correct expressions. (12)

Conclusions:

 Students were not confident.

 Students could not express or take part in the conversation.

 Observations during speaking skill orientation.

 Students were eager to know about speaking skill, vowels diphthongs and
their articulation. (12)
 Students Showed interest in speech act theory
 Students tried to make sounds using knowledge of articulation.
 Students on their own sit face to face and took help of their friends in their
practice.
 Students tried to avoid impact of mother tongue by practicing articulation.

 Observations during pre communicative activities to develop fluency

or command on linguistic system.

 Students tried carefully to understand the place of articulation of all

alphabets and vowels. (12)
 Students were first hesitating to take part in pronunciation drill. (13)
 Further they took interest and tried to pronounce words. (15)
 It helps to build confidence in them.(15)
 In the last phase of drilling all have willingly taken parting drill without
hesitation. (15)
 Students having impact of mother tongue find it difficult to pronounce
words.(5)
 They took more efforts in the class and also at home. (5)
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 Students took help of their friends in learning pronunciation.(10)

 Students find difficult to pronounce /f/ sound. (1)
 Student find difficult to pronounce diphthongs but took efforts to learn
pronunciation.(10)
 Students sat face to face and learn pronunciation until they learn. (15)
 Students ask for more time to learn pronunciation.(10)
 Students said, “We will give more time for pronunciation drill because this
is basic ability for speaking skill. (8) Others were agreeing with them.

Conclusions:

 Students realize importance of pronunciation drill so they were careful.

 Students realize that more practice will help them to be perfect so they
were serious about practice and promise to do it at home also.
 Practice help to build confidence in them, this confidence leads them in
practicing pronunciations without hesitation and to master them.

 Observations during Activity – word drill.

 Students tried carefully to understand what word accent is.

 Students enjoyed bi- syllabic, tri- syllabic and monosyllabic words.
 They have created rhythm in those words; they have started enjoying
melody of English language which has rhythms.
 They told the researcher that mono syllabic words were more rhythmic.

Conclusions:
 Activity about accents help students understand that English language is
different from Indian languages it has its own characteristics and it should
be learn without interference of mother tongue.

 Observations during Activity – Accent in connected speech & rhythm.

 Students understand accents in sentences, they carefully understand what
is rhythm and how does it work.
 They practice sentences and started saying these sentences again and
again.

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 They enjoyed rhythm in sentences.

 They ask to give more sentences for practice.
 Students brought many sentences from many sources and practice them in
the class.

Conclusions:
 Students realize importance of practice; they practice more until they
master the accent.

 Observations during Activity – falling, rising and falling rising

intonation.
 Students understand carefully where these tones were used.
 Students first decide whether the sentence is statement, command,
question, incomplete utterance or special implicate and then pronounce it
correctly.
 Students were enjoying pronouncing sentences.
 They pronounce sentences correctly using falling rising intonation.
 They practice sentences and started saying these sentences again and
again.

 Observations during Activity – conversation activity

 Group of students took topic of their own and started conversing
confidently, each Student was active during the conversation but their
constructions were wrong.
 They told the researcher that they could not construct sentences they have
confusion about tenses.
 They asked the researcher to teach to construct sentences and grammar
like tenses.
 When they were asked to make sentences using specific tense they tried
well.
 Students have less vocabulary, they brought dictionary and started finding
words for their expression.
 They asked the researcher to tell ways of developing vocabulary.
 They have started using dictionary most frequently.
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 Students made list of action words (verbs) adverbs, prepositions. And also
make sentences using those words.
 Students make sentences using substitution tables.
 Students could speak fluently on certain topics.
 They took part in simple conversations. After having grammatical
knowledge about tenses they could confidently construct sentences and use
them during the conversation.
Conclusions:
 These activities help students to overcome their confusions about English
structures.
 These activities help them to develop their vocabulary.
 These activities help students to construct sentences and use passive
vocabulary actively.
 These activities also help to build confidence.

 Observations during speaking skill post test Q.1 Speech on one topic
 Students were looking confident while speaking. (15)
 Students were trying to be accurate and fluent.(15)
 Students could easily speak in English for three minutes.(15)
 Their sentences were grammatically correct.(15)
 Vocabulary used was good.(15)
 They tried to avoid impact of mother tongue and use received
pronunciations without hesitation.(15)
 Their expressions gestures were proper.(15)
 There was speech clarity and content relevance in their speech. (15)
 86% Students have got more than 20 marks out of 25.(13)
 13% Students have got 20 marks out of 25.(2)
 These activities help students to master speaking skill.

 Observations during post test Q.2 Say dialogues for following

situations.
 Students express confidently with expression and gestures.(15)
 Students could use ample vocabulary to express.(15)
 They were not hesitating to take turns in the conversations.(15)

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 Their contents were relevant to the topics. (15)

 There was speech clarity and confidence in their utterances. (15)
 Students have started using intonation patterns in their statements,
questions, requests, commands, and exclamations.
Conclusions:
 Speaking activities helped Students to developed confidence and
communicative competencies.
 Speaking activities helped them to use their passive vocabulary actively.
 These activities help students to construct sentences according to the
situations and take active part in the conversation.
 93% Students have got more than 20 marks out of 25. (14)
 6.6% Students have got 20 marks out of 25.(1)
 These activities help students to master conversation skill.
 Observations during post test Q.3 Dialogues with the researcher.

 Students express themselves confidently but there was impact of mother

tongue and constructions were wrong.(5)
 Students could not find words to express. (10)
 Student said, “Madam please, ask simple questions”. (8)
 Students were hesitating to express themselves. (8)
 Students were feeling inferior. (8)
 Students were talking without any expressions on their faces, they were
looking confused.(10)
Conclusions:
 Students were not confident.
 Students have less vocabulary.
 Students could not construct correct sentences.
Observations during pretest Q.4 dialogue with peer
 Students were active during conversation.(5)
 Students were hesitating to take part in conversation. (10)
 Students were talking without any expression on their faces. (10)
 Students could not construct correct expressions. (12)

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Conclusions:
 Students were not confident.
 Students could not express or take part in the conversation.

READING SKILL

 Observations during Reading skill pretest Q.1 loud reading.

 Students were confident and could read properly. (3)
 Students were not confident they could not pronounce simple consonants
also. (12)
 Students know how to hold book. (5)
 Students didn’t know how to hold textbook? What should be the distance
between text and eyes? (10)
 Students have impact of their mother tongue and regional dialects.(10)
 Students were hesitating to read loudly before other students. They
requested to take their reading in the corner.
 Students read loudly with proper pronunciation (2) they said,
“Pronunciation given during speaking skill help us here.”
 Students were purposely reading in a low voice so that researcher could
not listen to their mistakes.(4)
 Students were reading without any expressions and gestures. (10)
 Students mention, “Proper practice of loud reading skill will be helpful in
our micro lessons as well as practice lessons.” (4) Others agreed with
them.
Conclusions:
 Students were not familiar with the loud reading techniques.
 Observations during Reading skill pretest Q.2 Silent reading.

 Students were reading carefully first the paragraph and then turn to the
questions. They could find the answers of factual questions.(5)
 Students could answer according questions. (5)
 Students were not careful while reading. They were looking here and there
and at other students. (9)

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 Students started reading questions directly without reading passages and

started finding answers. They first find keywords of the questions in the
passage and whole sentence as answer. (6)

Conclusions:

 Students don’t know importance of reading skill they think it is

unproductive, abstract and less important and so concentrate only on
writing answers which they think more important.
 40% students were serious while reading but they don’t know skimming,
scanning techniques, intensive and extensive types of reading.

 Observations during Reading skill orientation.

 Students were eager to know about reading mechanism, sub skills of loud
reading and silent reading.
 They ask questions in between, they also ask to explain again if they
couldn’t understand they ask to give examples.
 They come with the examples and were looking very excited and eager to
know more.(5)
 Students were happy to understand the basic knowledge about reading
mechanism and sub skills.
 Students said, “Madam, we will practice using those techniques which will
definitely develop our reading.”
 Students who have done M.A. in English know about some mechanisms
but their knowledge was only theoretical.(3)
 Students told their experiences during school days about reading few of
them were as follows:
“Only few clever students were asked to read loudly in the class,
these students could read properly because they were given chances which
provide them practice.” (7) Others were agreeing with them.
“At the time of ‘chawadi vachan’ we used to bunk school.” (7)

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Conclusions:

 An orientation aroused curiosity of students and changed their attitude

towards reading skill.
 It helped to develop interest among students.
 It also gave them confidence.

 Observations during loud reading practice.

 Students did practice of vowels, consonants and diphthongs willingly on

their own; they have done it during speaking skill.
 They were looking confident.
 Students sit facing each other and practice pronunciations of alphabets
syllabic words which were displayed on screen.
 Students were enjoying this practice because they were familiar with it
 Students were pronouncing words using their correct articulation they
were not hesitating while doing this.
 Students were surprised about the rhythm, they have learned it during
speaking skill but they could find it clearly while reading.
 They were enjoying follow up reading of the sentences.
 Students easily pronounce words and read sentences meaning fully
considering punctuation marks when they asked to read sentences
individually.
 Students were confident and were reading their sentences confidently.
 Students carefully learn and discuss why the long sentence should be
divided into groups, how sentence breaks help to maintain breathing and to
create rhythm in loud reading.
 They realize that punctuation marks help in beginning and ends of groups.
 Students willingly practice loud reading.
 They requested to take follow up reading to learn correct and meaningful
reading.
 Students tried to use advanced learners dictionary of English to understand
proper pronunciations.

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 Students were finding it difficult to avoid impact of their mother tongue.

(6)
 Student having Karnataka as mother tongue was reading properly but
could not avoid impact of mother tongue, but she was confident. (1)
 Students having Marathi as mother tongue and different regional dialect
also find difficult to avoid impact of mother tongue and dialect, but they
were confident.(9)
 Students confidently used British received pronunciations. (3)
 At the time of practice lessons students were confidently doing model
reading. They gave instructions properly make their students listen their
reading carefully.
 Students take follow up reading properly as they were taught

Conclusions:

 Loud reading practice help students to master loud reading skill.

 Loud reading practice help to take practice lessons confidently. Teach
reading properly in school.

 Observations during silent reading practice.

(Word meaning from the context)
 Students were reading the sentences carefully trying to understand the
meaning of the whole sentence and then they tried to find out the meaning
of the given word using options given below.(12)
 Students started using dictionary to find out meanings of words and
sentences.(12)
 Students were careless they read words and started finding meanings from
the options given below they did not read the text. Many times they gave
wrong answers.(3)
 After some failures they also started reading carefully find meanings using
dictionary.(3)
 Students were confident they willingly exchange their worksheets with
their partners.(7)
 Students were hesitating to exchange their worksheets first but when they
were confident they willingly exchange their worksheets.(8)

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Conclusions:

 Worksheets of finding word meaning from the context helped to develop

ability to read sentences carefully.
 It also teaches students to find the meanings of the words according to the
contexts.
 It also provides them the skill of using dictionary and interpreting the
meaning according to context.

 Observations during silent reading practice.

(Skimming, scanning, responding) Activity- Read the passage carefully
and answers the questions given below.

 Students first ask to repeat the sub skills which were explained during
orientation, they carefully understand the meaning of those skills.
 Students mentioned that silent reading will be easy for them because they
have learned how to read meaningfully during loud reading practice.
 Students read the passage twice. (7)
 Students read the passage only once.(8)
 Students could give answers of factual questions correctly.(14)
 Students could give answers according to questions asked.
 Students did scanning of all worksheets properly.
 Students were reading passages carefully; they can tell central ideas and
also find comprehensive answers.
 Students can paraphrase the passages correctly.(8)
 Students could not paraphrase the passage they refer to dictionary to
understand the passages and then could paraphrase.(7)
 Students could guess antonyms and synonyms correctly.(15)
 Students could understand and comprehend the poems also.(15)

Conclusions:

 Silent reading practice helps to develop ability of skimming, scanning,

responding and paraphrasing.

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 Silent reading practice help to develop ability to use dictionary and

comprehend the text properly.

 Observations during post test Q1 loud reading.

 All the students were confident and willingly ready to read any passage.
 No one was hesitating to come forward.
 Students hold books properly.(15)
 Students read with proper pronunciations.(15)
 Students have mastered stress and intonations.(15)
 Students read with proper expressions and gestures. (15)
 Students were fluent and accurate while reading. (15)
 Students could not avoid impact of mother tongue. (7)
 All the students have got more than 21 marks out of 25.

Conclusions:

 Loud reading skill program help students to master the sub skills and also
loud reading skill as a whole.
 Observations during post test Q2 silent reading.

 Students were looking careful while reading the passage.

 Students read the passage twice.
 Students could easily find answers of factual questions.
 Students could write the central idea on their own.
 Students could paraphrase the passage correctly.
 Students can guess antonyms and synonyms correctly.
 All the students have got above 11 marks out of 15.

Conclusions:
 Silent reading program help student to learn reading techniques (skimming
scanning paraphrasing and comprehending)
 Silent reading program help students to master silent reading and its sub
skills.

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WRITING SKILL

 Observations during writing skill pretest Q.1 Essay writing.

 Student could write confidently.(3)

 Students have sufficient knowledge and imagination power. (7)
 Their sentence construction was correct.(7)
 Student could write more than five paragraphs. (7)
 Students were not confident about writing. (12)
 Students were confused they could not choose subject for essay writing
.(3)
 Students could not write a single sentence correctly. (8)
 They could not construct correct sentences.(8)
 Students don’t have sufficient knowledge about any of the three subjects.
(8)
 Students could not write more than three paragraphs. (8)
 Students don’t have sufficient imagination power. (10)

 Observations during writing skill pretest Q.2 summary writing.

 Students were trying best and could write confidently.(3)

 Students don’t know the techniques of summarizing. (15)
 Students were writing first and the last line as it is and completing
summary by omitting some middle lines.(12)
 Students were summarizing without any logic or sequence.(12)
 Students were writing without considering meaning as a whole. (15)

 Observations during writing skill pretest Q.3 note making using tree
diagram.
 Students find it easy to make notes using tree diagram.(6)
 Students don’t know what tree diagram is they made notes using
paragraphs. (4)
 Students could not classify the main points and sub points.(10)
 Students could not cover all the sub points.(13)

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 Observations during writing skill pretest Q.4 prepare a leaflet.

 Students were trying well.(4)

 Students don’t know the meaning of hand out.(11)
 Students were writing as a notice.(11)
 Hand outs prepared were not appealing and attractive.(15)

 Observations during writing skill pretest Q.5 write an application.

 Students know how to write application they were writing in proper

format.(9)
 Students don’t know how to write application their format was not
proper.(6)
 Students could present subject matter correctly.(13)
 Their sentence construction was not correct.(12)
 Students could not mention subject reference correctly.(13)

 Observations during writing skill pretest Q.6 write an official letter.

 Students know how to write official letter they were writing in proper
format.(9)
 Subject matter of the letter was grammatically incorrect.(9)
 Students don’t know how to write official letters they were writing it as an
informal letter. (6)
 Matter of the letter was not presented properly.(15)
 Sentence construction, spellings and grammar were incorrect. (15)

 Observations during writing skill pretest Q.7 write detail news with
the help of headline given.
 Students could write news properly with headline, dateline, lead paragraph
and short continuing paragraph.(4)
 Students don’t know the meaning of headline, dateline, lead paragraph etc.
they wrote news as an essay. (11)
 Their sentence construction, grammar, use of tenses was incorrect.

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 Over all observations during writing skill pretest and discussion after
pretest.

 Students were not given proper guidelines and practice of writing skill.
 Students were not able to write imaginary writing
 They told that tenses and grammar taught during speaking skill help them
to construct proper sentences.(6)
 Students told that “we have written answers of such questions during
H.S.C. but we have forgotten everything as we haven’t given practice.”
 Essay writing is very difficult question for them.
 Students could not write meaningful sentences correctly.
 Students could not express their thoughts meaningfully
 Out of 15 only 4 students could get more than 60% marks.

 Observations during writing skill orientation.

 Students were curious to know about the meaning and nature of writing
skill.
 They were excited to know the sub skills of writing skill.
 Students said we can develop our writing skill if given practice and proper
guidelines.
 Students told the researcher that in their school days very less time was
given for writing practice many times it was copy writing, teacher having
burden of syllabus always neglected writing skill part.

 Observations during writing skill activities

1. Copying

 Students were copying carefully the spellings, capitalization,

punctuation marks etc.(15)
 Students were copying according to instructions given.(15)
 Students ask about uses/functions of certain punctuation marks.(8)
 Students were careful about handwriting.(12)
 Students find it very easy task.(15)

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2. Substitution table

 First students learn carefully how to choose words from each

segment.(15)
 Students learn how to prepare sentences.(15)
 Students started making sentences they were very excited and
happy.(15)
 Each student made more than 30 sentences.(7)
 They confidently exchange their worksheets with their partners.(7)

3. Dictation

 Students first understand the instructions about the task. (15)

 Students listen carefully and try to understand the inflation, spellings,
punctuation and capitalization. (7)
 Students listen carefully and try to write down correctly as per
instructions given.(7)
 They were careful about each segment.(7)
 Students could not mark some punctuation marks correctly.(8)
 Students could not use capitalization correctly.(8)

4. Dictocomp

 Students understand the instructions carefully.(15)

 Students listen to the passage carefully and try to understand the
meaning of the passage.(15)
 Students try to write down the close version possible.(7)
 Students have problem of sentence construction and grammar.(8)
 Students could not express the passage in their own words.(8)
 Students listen to the passage again and again to check their passage
meaning, grammar, spellings and punctuation.(15)
5. Proof reading

 It was the most exciting activity students enjoyed.(10)

 Students discussed with the researcher and their partners for
corrections.(10)
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 They tried to be perfect.(15)

 Students were very alert they were thinking about each and every
word, spelling, punctuation mark, capitalization and spacing.(8)

6. Multiple choice exercise

 Students think over various rules for the use of auxiliaries in simple
present tense.(8)
 They were discussing with their friends.(15)
 Students tried to choose correct alternatives. (15)
 Students told the researcher that rules of tenses taught and practice
given during speaking skill help them in this activity.(7)
7. Close procedure

a. Conversion

 Students learn to think through rules and select the applicable

words.
 Students were discussing with each other and learn to replace
words and also to make all necessary changes.
 This helps them to understand the use of singular and plural forms.

b. Combination

 Students read the sentences carefully and tried to combine those

using proper conjunctions.
 Students discuss with their partners and the researcher about the
conjunctions.
 Students tried to combine other pairs of sentences from text books.
 They collect more conjunctions and tried to use them in sentences
of their own.

8. Guided composition

a. Writing a story with the help of given clues.

 Students first read the points given and try to understand the
theme.(15)
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 Students combined the story using their imagination.(8)

 Students told the researcher that previous activities of tenses,
combination, conversions help them in the construction of proper
sentences.(6)
 Students could describe the events in the story using proper
sentences.(8)
b. Use imagination and complete the paragraph.

 Students read the initial lines of the passage ‘visit to the fair’
carefully.(15)
 Students discuss with their partners.(8)
 Students first note down the events during fair.(15)
 Students tried to cover all the ideas related to fair.(15)
 Students discuss with the researcher how to write those ideas in
sentences, which tense can be used. (10)
 They use their imagination and complete the paragraph. (8)
 Each student has presented ideas about fair differently.(15)
 Students told the researcher that the language skill training
program helped them to develop writing skill and they could write
imaginary writing also.
 Students could express their ideas correctly.(7)
 Students were very confident during this activity.
 Students read the passage ‘my village’ carefully
 Student could easily write the new topic on similar theme. (8)

c. Parallel writing

 Students enjoyed this activity.

 Students told the researcher that activities and practice given
during training program help them to develop their writing
abilities.(6)
 Students told the researcher that the activities and practice of
writing answers of questions from text books help them in
developing writing skill.(7)

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 Students first read the points given and try to understand the
theme.(15)
 Students combined the story using their imagination.(8)
 Students could write parallel paragraph. They have less vocabulary
and sentence construction was wrong.(7)

 Observations during writing skill post test.

 Observations during writing skill post test Q.1 Essay writing.

 Student could write confidently.(8)

 Students could easily choose subject for essay writing .(12)
 Students have sufficient knowledge and imagination power. (8)
 Their sentence construction was correct.(8)
 Student could write more than five paragraphs. (9)
 Students have sufficient knowledge about subjects. (8)
 Students could use their imagination power. (10)

 Observations during writing skill post test Q.2 summary writing.

 Students were trying best and could write confidently.(8)
 Students could use the techniques of summarizing. (15)
 Students were trying to understand and consider meaning as a whole. (15)
 Students were summarizing with logic and sequence.(12)

 Observations during writing skill post test Q.3 note making using tree
diagram.
 Students find it easy to make notes using tree diagram.(10)
 Students could classify the main points and sub points.(10)
 Students could cover all the sub points.(13)
 Students mentioned that note making techniques will help them to prepare
notes for their exam.(15)

 Observations during writing skill post test Q.4 prepare a leaflet.

 Students were trying well.(15)

 Students now know the meaning of hand out.(15)

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 Students were writing using their imagination.(12)

 Hand outs prepared were appealing but not attractive.(15)

 Observations during writing skill post test Q.5 write an application.

 Students know how to write application they were writing in proper
format.(15)
 Students could present subject matter correctly.(13)
 Their sentence construction was correct.(12)
 Students could mention subject reference correctly.(13)

 Observations during writing skill post test Q.6 write an official letter.
 Students know how to write official letter they were writing in proper
format.(15)
 Students were trying to be grammatically correct.(9)
 Matter of the letter was presented properly.(9)
 Sentence construction, spellings and grammar were correct. (9)

 Observations during writing skill post test Q.7 write detail news with
the help of headline given.
 Students could write news properly with headline, dateline, lead paragraph
and short continuing paragraph.(10)
 Their sentence construction, grammar, use of tenses was correct.(10)
 Over all observations during writing skill post test and discussion
after post test.

 Students were given guidelines and practice of writing skill during this
training programme.
 But still students were not able to write imaginary writing.(7)
 They told that tenses and grammar taught during speaking skill help them
to construct proper sentences.(6)
 Essay writing is very difficult question for them.
 Students could not write meaningful sentences correctly.
 Students could not express their thoughts meaningfully

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 Out of 15 all the students have got 75% and more marks, 7 students could
get more than 80% marks 1 student could score 90% marks
 Students told that they need more practice.(7)

Conclusions:
 Writing skill programme should be improved so that at least 80% students
could get 80% marks.

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4.4.2 Data analysis of students’ opinions

 Students’ opinions about the training programme
 Students were exposed to new perspective of English language through
this programme. (6)
 About listening skill programme
 Students come to know the meaning and importance of listening skill they
realize that though it is passive skill it is prerequisite skill for speaking,
reading and writing skill.(7)
 Students learn to listen carefully and become active listeners with help of
activities and practice given.(12)
 Proper training was given to their ears which helped them to form habit of
attentive listening.(9)
 This habit of attentive listening makes them listen each and every oral text
carefully (news report, descriptions, movies dramas etc.) not only in
English but also in other language (Hindi or Marathi). (7)

 About speaking skill programme

 Speaking skill orientation makes them know the mechanism of skill,
articulation stress and intonation which was new for them
 Speaking skill activities and practice help to develop not only speaking
ability but also the ability to interact or communicate in English. (7)
 Students find easy to speak on certain topics confidently. (10)
 Students mentioned that they can take part in the conversation they can
answer questions asked during conversation with the researcher.(8)
 Students find easy to take small turns during the conversation with
peers.(9)
 They mentioned that they need more activities to develop their
vocabulary.(6)
 Students tell the researcher that the grammar taught during the programme
(tenses, indirect speech, active and passive construction etc.), help them to
construct sentences or to take part in the conversation. (12)
 Students also mentioned that this training programme develop confidence
to take part in the conversation in any situation. Hereafter they will be able
to face situations where English speaking is necessary.
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 About reading skill programme

 Students mentioned they could understand types, sub skills involved in
reading.(12)
 Students said orientation make them know the importance of loud reading
and silent reading.(15)
 Students understand the mechanism of loud reading they come to know the
scientific method of loud reading.(6)
 Students mentioned that the practice given during loud reading activities
develop confidence and they can easily do model reading during their
practice lessons.(8)
 Students told the researcher that during their practice lessons they could
read confidently using stresses and intonations, with proper sentence
breaks which reveal the meaning of the content. This model reading was
so effective that they didn’t need to make any efforts for class control.(8)
 Students also mentioned that loud reading skill became very interesting.
They carefully learn the mechanism of reading. (10)
 Students find easy to do skimming scanning i.e. silent reading because
they have learn how to read meaningfully during loud reading activities
and practice.(5)
 Students said that this programme developed in them the ability to read
any content or text comprehensively.(4)

 About writing skill programme

 Students told that this training programme help to develop interest. (4)
 Student learn to write at least two paragraphs on any subject given for
essay writing.(9)
 Students tell that this training programme develop in them the ability to
write official letter, application, leaflet. (7)
 Student also mentioned that they could learn to make notes. (7)
 Student said that they could not learn to do imaginative writing (8)
 Students mentioned that they need more practice and activities develop
writing skill.(8)

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