Neupane, 2009
Neupane, 2009
Neupane, 2009
INTRODUCTION
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for different levels and levelwise aims and objectives have also been
determined. It is said that a curriculum is set of planned and determined
actions. It also defines text books, contents, instructional materials,
methods and aims of teaching but a curriculum never regards a text book
as complete and autonomous body in itself.
Teaching materials are the basic needs for any educational programme
but not secondary or optional like teaching aids. This may be a reasonable
point of view when thinking about the geography lesson, but in the
science and the language class teacher cannot do his job at all without
visual help. Only the methods or techniques or approaches are not
sufficient to serve this purpose. For this, the teacher needs materials to
support her teaching. Teaching materials are often said to focus attention
on meaning. All the materials that can be used and seen inside the
classroom make teaching live. The classroom has many objects and
things that can be used as visual aids. Or everything belonging to or
brought into the classroom, animate or inanimate, is a potential visual
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aid–teacher, boys, girls, pets, plants, geometric box, clothes, flowers,
furniture, materials, objects; everything that anyone is seen to do, any
movement she makes, any action she performs–laughing, crying, smiling,
working, acting, misbehaving, attending or not attending: Blackboard,
chalk, flannel board, flashcards, charts, realia, matchstick figures and
pictures etc. are visual aids. Teaching aids help students to focus their
attention on objects, actions, events and situations, which give meaning
and context. They help students to remember things for a long time,
without them a lesson lacks excitement, and they loose interest in it.
Students do not pay attention to what is happening in the class in their
absence.
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and visual aids can be clear from the old Chinese's proverb: I hear I
forget, I see I remember, I do I understand. Therefore, teaching materials
are essential parts of learning and learners should be involved in them.
Especially in this context, the teaching materials and aids mean the visual
aids which we can use in the classroom for teaching a second or
additional language. With their use in the language classroom, the
learning is internalized through a process of the student's involvement and
response with these materials in the language classroom.
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4. On the basis of their nature:
a. Flat (two dimensional): picture.
b. Three dimensional:
Moving: that shows something dynamic.
Still: that shows something static.
5. On the basis of sense (s) involved:
a. Visual: realia, pictures, photographs, posters, maps, charts,
diagrams, drawings, magazine, a cut-outs, matchstick
figures, puppets, etc.
b. Audio–Visual: TV, video, language laboratory, multimedia
computer etc.
c. Audio: radio broadcast, taped materials, etc.
6. On the basis of how they are shown:
a. Projected (shown to a group of class).
b. Non – Projected (distributed to individuals).
7. On the basis of their purposes:
a. Reading aids
b. Listening aids
c. Speaking aids
d. Writing aids
e. Multi skill aids
8. On the basis of whether they are used to display other materials or
they are displayed themselves:
a. Display devices: (blackboard, pocket chart)
b. Materials to be displayed: (picture, photographs)
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1.1.3 Realia and its Benefits
Realia refers to real objects or things. Generally, any object or things that
can be easily carried to school or even into the classroom, for example, a
piece of fruit, a ruler, a stone, a stick, an egg and toys are called realia.
But in a broad sense anything, say the Himalayas, a lake as well which
can be used to teach meaning of any words or language item is realia.
Sometimes the imagination of any thing real that can be created in the
students mind can be termed as realia, for example, we can create image
of puddles that are found in the street by creating a puddle by pouring
some water onto the floor. Thus, with the help of realia we can teach not
only the meaning of the real objects but also of the words related to
realia. Specially in our present context, the concrete words can be best
taught by using realia.
There are mainly two types of realia. They are the realia – within the
classroom and outside the classroom. Mainly, realia within the classroom
are again of two types. They are :- (a) those which are already in the
classroom (i.e. desk, bench, blackboard, dustbin, wall or so) (b) those
which are brought by the teacher (i.e. stone, flower, plant, orange apple,
water etc.).
The realia can be classified also into the ones that we can touch and the
ones that we cannot touch but point to (e.g. the Himalayas, the sun etc.).
Various techniques can be used with realia for teaching language items
and vocabulary as well. Through the use of realia students demonstrate
comprehension of a teacher's command by physical and linguistic
performance. Students can learn through observing actions performed by
their teacher in their class and performing the actions themselves. For our
present purpose, use of realia for teaching English prepositions has been
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verified in a number of contexts with varied learner groups that belong to
different liguistic background. The office of education and the office of
Naval Research, the State of California funded the studies. These studies
have shown very high drop out rate. However, use of realia in teaching
new language items increases confidence. Mainly, students of all ages,
including adults can benefit better than those of in an usual way (i.e.
instructions).
The benefits of using realia in the language classroom are given below.
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d. As opposed to commercial language teaching materials, realia can
be adopted to any teaching style or classroom environment.
e. Unlike two dimensional or computer based materials, realia can be
held and manipulated as good vehicles for authentic, meaningful
communication, especially for students with tactile learning styles.
f. They can be used to create situations to make the meaning of a
word or a structure clear and to practice them in meaningful
situations.
g. Realia can dispel the monotony of practice work by creating
variety.
h. They can brighten up the classroom and bring more varieties and
interest into the classroom.
i. They shorten the teaching learning time too.
j. They stimulate the students to speak the target language as well
as read and write it.
k. They stimulate the students to speak the target language as well as
read and write.
k. They make communicative approach to language learning easier
and more natural.
l. They help to teach listening, speaking, reading and writing and
allow the teacher to integrate these skills constructively.
Any language of the world has its own grammar. English being the major
would language of science and technology and to be competent user in it,
one should know its frame of grammar because grammar gives the
language a structure or skeleton. Slobin (1974, p.6) defines grammar as,
"a theory of language". It is a theory which should be able to discriminate
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sentences from non-sentence, relate sentence structure to the meanings
and sounds, and it is a theory which could be able to 'generate', or
account for all possible sentences of the language. The word 'theory is
used here in the sense of any scientific theory. He further says that, a
grammar is an attempt to characterize the knowledge or competence of
human being in order to use language. This sort of competence in which
we are interested in can be defined as the language user's knowledge of
grammaticality, grammatical relations, sentence relations ambiguity, and
so on.
The formation of words and sentences making is connected with the rule
of grammar. Language becomes distorted if the rules are violated. Hence,
grammar is a key to open the door to words and sentences. The word
grammar is used interchangeably to mean both the internal and external
representation of language within a person's head and linguist's 'model' or
'guess' at that representation.
Similarly, for Harmer (1987) grammar then is the way in which words
change themselves and group together to make sentences. The grammar
of a language is what happens to words when they become plural of
negative, or what order is used when we make questions or joint to
clauses to make one sentence (p.1).
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grammar is the rule that says how words change to show different
meanings, and how they are combined into sentences.
Word class is a group of words which are similar in function. Words are
grouped into word classes according to how they combine with other
world; how they change their forms. The word classes are divided into
two groups; (i) major word classes (ii) minor word classes.
Major word classes include nouns, adjectives, adverbs and main verbs
whereas minor word classes are pronouns, auxiliary verbs, prepositions,
conjunctions, interjections, determiners, intensifiers and classifiers.
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1.1.4.2 Prepositions
Preposition, one of the world classes, falls under minor word class. It
connects words to other parts of a sentence and has a close relationship
with the word that follows, which is usually a noun. Together a
preposition and noun comprise a prepositional phrase. Prepositions are
usually one word (in, at, on) but sometimes they can be two or three
(out of, on top of) words. Prepositions prototypically signal spatial
relationships, but certain prepositions can also signal the grammatical
category of case, which is often displayed in other languages through
morphological means.
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Similarly, Hartmann et al. (1972) define preposition as "A part of speech,
usually indeclinable in form, used together with noun phrase to show the
relationship between that phase and other worlds in the sentence. A
preposition as its name suggests, usually precedes the noun it governs (as
opposed to a post-position)" (p.78).
The definitions given above clarify that there would be a certain relation
between the preposition and the following noun phrase. It is also obvious
from this definition that preposition is such a word or item which is
indeclinable in form.
1) On
'On' is used
a) For contact,
e.g. The book is on the table.
There is a notice on the notice board
b) For communication,
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e.g. I am listening to news on the radio.
c) For the following expressions,
sb/sth is on the left, on the right, on the ground floor, on the
first floor, on a list, on a farm, on a map, (on a bus, on a
train, on a plane, on a ship, etc. in traveling).
d) For the meaning supported by, attached to sb/sth,
e.g. a roof on a house, sit on a chair, pictures on the wall, etc.
2) Between
'Between' is used to refer to an intermediate point in relation to two
entities, e.g. Q comes between R in the English alphabet.
3) Among
'Among' is used to refer to an intermediate point in relation to more
than two entities.
e.g. There was a dog among many cats. There was a
Hanuman among the group of monkeys.
4) With
'With' is used for the following meanings,
a) 'with' expresses instrumental meaning, e.g. Ram had broken
the window with a stone.
b) Indicating the material or item used, e.g. Fill the bowl with
water.
c) Indicating the manner,
e.g. He spoke with ease.
5) Of
'Of' is used for the following meanings,
a) Indicating possession/association,
e.g. A friend of mine works in the factory.
b) Indicating source, e.g. A table made of wood in room.
c) Indicating what is measured, counted, contained
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e.g. Two kilos of potatoes, a box a matches.
c) Indicating what is measured, coutned, contained .e.g. Two
kilos of potatoes, a box of matches.
6) To
'To' is used in the following meanings.
a) in the direction of sth/towards sth, e.g. Tom went to the door.
b) Before e.g. Quarter to eleven.
c) Until work from 9 to 5.
7) By
'By' is used for the following meanings,
a) nearness (near sb/sth),
b) not later than a specified time, e.g. He will have arrived by
5.p.m.
c) at the rate / reduplication (gradual increase), e.g. little by
little, inch by inch
8) Through
'Through' is used for the following meanings,
a) from the beginning to the end of sth. (duration) e.g. she
nursed me through my long illness.
b) from one end or side of sth. (esp. a channel or a passage or a
passage) to the other,
e.g. The Bagmati River flows through pashupati
The train is going through a tunnel.
c) from one side (of surface or screen) to the other. e.g. you can
see through the glass.
d) Passing from one side to the other of sth (hard or resistant)
e.g. The bullet went straight through other him.
9) Round (esp Brit) around (esp. US)
Round \ around as a preposition is used for the following meanings
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a) Having something as the central point of circular
movement, circling something,
e.g. The earth moves round the sun.
b) Surrounding sb\sth,
E.g. He put his arms around her.
c) in or near (a place), approximation
e.g. I saw him around the office this morning.
d) approximation (time or date)
e.g. See you round 1.30.
10) Off
'Off' is used for the following meanings,
a) down or away from (a position on sth)
e.g. He fell off a tree
They were only 50 meters off the summit.
b) for special uses with many verbs such as take, give, get, etc.
e.g. Water gives off vapour if it is heated.
e.g. A big house off the main street.
11) Opposite
'Opposite' means facing somebody or something, e.g. His house is
opposite to mine.
12) Towards
'Towards' is use for the following meanings,
a) in the direction of somebody/something,
e.g. He walked towards the wall.
b) near a point in time,
e.g. It gets cooler towards evening.
13) At
'At' is used for the following meanings.
a) Point/intersect, e.g. Meet at the corner
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b) Targets, e.g. Throw the stone at the wall.
c) General area, e.g. Meet me at the theater.
14) From
'From' is used for the following meanings.
a) A starting point e.g. we walked from firtipur to Ratnapark.
b) Origin, e.g. white man from New York.
16) In
'In' is used for the following meanings.
a) Enclosure, e.g. The man is in the room.
b) In a period, e.g. Ww II ended in 1945.
c) Currency, e.g. Pay me in dollars.
Action research from the start has been used for the practical problems or
issues. So, the practical orientation has remained a defining characteristic
of action research. Action research is a form of self-reflective inquiry
undertaken by practioners in order to improve their own educational
practices. In other words, action research is the study of a social situation
with a view to improve the quality of actions within it. Specially action
research is a small scale intervention in the functioning of real world and
a close examination of the effects of such intervention (Nunan, 1992,
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p.9). It is carried out by practioners (for our purpose, classroom teachers)
rather than outside researchers; secondly, that is collaborative, and
thirdly, that is aimed at changing things. Similarly, according to Cohen
and Manion (1985), action research is situational. It is concerned with
diagnosing a problem in a specific context and attempting to solve it in
that context. It is usually collaborative as teams of researchers and
practioners work together on a project. It is participatory because team
members themselves take part directly or indirectly in implementing the
research. And it is self evaluative modification as the action is
continuously evaluated within the ongoing situation, the ultimate
objective being to improve practice in the same way or other. It addresses
practice in the same way or other. It addresses practical problems in a
positive way feeding the results of research directly back into practice.
Nunan (1992, p.18) mentions that 'collaborative' or group 'activity' aimed
at changing things need not be necessary for action research because
there may be many situations where a single practitioner can conduct the
research without the involvement of others and his/her aim might be to
increase the understanding rather than changing the phenomena under
investigation. In action research, the two processes (research and action)
are integrated, so it is said that action research is a cyclic process.
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It is further a means of improving the normally poor communication
between the practicing teacher and academic researcher, and or
remedying the failure of traditional research to give clear prescriptions
and a means of providing a preferable alternative to the more
subjective, impressionistic approach to problem solving in the classroom.
In fact, the understanding of the term 'action research' is not the same in
the views of all scholars. At the very least, it carries a general implication
that teachers should be involved in a research activity. An important
distinction between 'action research' and 'other research' done by the
teachers is that action research is not 'theory driven research' because the
problems and questions emerge from teacher's own immediate concerns.
On the other hand, the 'other research' carried by a teacher centers around
the question or problems approved by established community of scholars
in the relevant field i.e. theory driven research. Two major concepts in
action research are ' knowledge' accelerated by 'action' again accelerates
learning.
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i. Find the solution and change the specific environment in which he
/ she is in practice,
ii. Record the changes to be made in existing situation any, going on
problems.
In this way, the basic features of action research can be put as follows:
i. Action research is led by inductive approach.
ii. It is a research in action.
ii. It focuses on small group professional practices but not on
producing general statements, in which reflection cycle is
facilitated.
iv. It embodies informational reflection through structured reflection.
v. It is critical and collaborative.
vi. Reflective practitioner is accountable in making the results of their
enquiry.
vii. Self evaluation is embodied in their practice.
viii. Participation problems solving and continuing.
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1.1.5.2 Tools Used in Action Research
To conduct the action research, the teacher researcher can use any of the
following tools:
Along with the above, the researcher can make use of questionnaire,
journal, and various English grammar books and different websites.
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Flow chart displaying the process of an action research
Figure No. 1
Flow Chart
Identify a problem / issue
Collect data
Analyse data
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Figure No. 2
Process of Action Research
PLAN REVISED
PLAN
REFLECT
REFLECT ACT ACT
OBSERVE OBSERVE
CYCLE 1 CYCLE 2
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Step – 5: Evaluation: After several weeks, the class will be recorded
again. There will be much greater involvement of the students,
and the complexity of their language and student-led
interaction will be enhanced.
Step – 6: Dissemination: The teacher will run a workshop for colleagues
and present a paper at a language conference.
Step – 7: Follow – up: Finally, the teacher will investigate alternative
method of motivating.
After having a short survey of the definition, features, processes and tools
of action research, what can be said is that action research is a teacher
research that is conducted to resolve the problems in teaching learning
process introducing new or existing techniques, teaching aids and
methods, and so on in a particular situation. The selection of tools
depends on who participated in the research. If a single person has to do
two–fold of tasks i.e. as analyst and as an observer, then 'time-on-task'
analysis is important and useful tool to collect the data. In case of the
present study, I myself performed both tasks during my entire experiment
in assessing 'effectiveness of using realia in teaching English
prepositions. In my current study, I used the process recommended by
Burns (1999) of five steps in action research; exploring, identifying and
planning, collecting data (analyzing, hypothesizing, intervention),
observing (reflect back to collect data), and reporting to team (writing,
presentation). Out of these steps, my study did not use the fifth step as it
is, rather in modified way. My fifth stage is writing and submitting to the
concerned department. Regarding tools, I mainly used 'pre-test', first
progressive test, 'second progressive test' and 'post test' for collecting
data.
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1.2 Review of Related Literature
In the span of time, various research works have been carried out in
various fields. Similarly, the students of T.U. have conducted research
works in different areas of grammar. It is worth reviewing some related
literature, especially those carried out in Nepal.
Paneru (2009) carried out a study to find out the use of Computer for
Teaching English grammar. The objectives of this study was to find out
the effectiveness of the use of computer in the teaching of grammatical
items such as reported speech, tense and conditional clauses etc. The
nature of the research was survey in action. Self-learning classroom
environment along with operating the computer by students was
collaboratively student – oriented and fruitful for learning.
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Shah (2007) carried out a research on "The Study of Effectiveness" of
Matchstick Figures in Teaching Preposition at Primary Level." The
objectives of the study was to find out the effectivess of matchstick
figures in teaching prepositions. This was an experimental research. Pre-
test and post–test were administered to both experimental and control
group. He found that the students who were taught using matchstick
figures progressed significantly better than another group.
Pandey (2007) carried out a study to find out the "Effectives of Language
Games in Teaching grammar." It was found that using games in teaching
grammar are relatively more effective than teaching grammar without
using it.
Similarly Rawal (2004) carried out a study to find out the Effectiveness
of drill techniques in teaching passivization. It was found that drill
technique is effective in teaching passivization.
Satyal (2003) carried out a research to find out the Effectiveness of visual
aids in teaching English at primary level is fruitful and effective.
Beside these, there are other research works done in other areas of
grammar at various levels. So far, no research work seems to have been
done to investigate the use of realia for teaching English prepositions at
lower secondary level. Hence, the researcher felt a need of studying it at
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grade eight in order to see whether students are to learn prepositions
introduced in their text book through the use of realia.
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CHAPTER – TWO
METHODOLOGY
I used both primary and secondary sources for the collection of the data.
The primary sources were used for collecting the data and the secondary
sources were used to facilitate and enrich the study.
The primary source of the data were the students studying in grade eight
of Jana Bikash Secondary School, Besishahar, Lamjung.
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2.2 Sampling Procedure
To meet the need of required population for the study, Jana Bikash
Secondary School, Besishahar, Lamjung was selected using purposive
sampling procedure and 50 students were selected from grade VIII of the
same school.
The tools I used to elicit the data include T-A (pre-test) T-B (First
progessive test), T-C (Second progressive test and T-D (Post - test). The
pre-test and post – test consisted of the same items where as first
progressive and second progressive tests consist of the test items different
from the two. Regarding the marking sheme, pre-tests and post-test were
designed with 25 items and each of them was assigned 2 marks, in test B
each of them was assigned 1 mark and in test–C each of them was
assigned 2 marks, but model was different.
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rapport with subject teacher as well as students and explained them
the purpose and process of the research.
i. The study was limited to the students of grade eight of Jana Bikash
Secondary School in Lamjung District. The sample population of
the study was confined to only 50 students.
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ii. The primary data of this study was selected/obtained only from the
written tests (i.e. pre-test, first progressive test, second progressive
test and post - test).
iii. The effectiveness of realia only in teaching English prepositions to
the target group was assured.
iv. The limitation of the time of the study was about eight weeks.
v. Only simple prepositions were used for the study.
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CHAPTER – THREE
This chapter is core of this research report which consists of all the main
aspects of the research study. To be more specific, analysis and
interpretation of data is done in this chapter.
a. Holistic Comparison
b. Test Comparison
The headings were divided into sub headings. The individual score taken
from the tests (pre-test and post test) were tabulated under each sub-
heading. The average scores were completed out of the individual scores
tabulated. The difference between the average score of the pre-test and
post–test were computed. If it was higher than zero, it showed the
progress of the students. The difference was converted into percentage.
Data were collected with the help of a test. It contained four different
texts having nearly parallel question texts having equal full marks to
measure the proficiency of the students taught using realia. The students
had to listen, perform and answer the activities done in the class. All the
test items were related to the realia, description of people, information,
conversation and a dialogue done with the help of realia.
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After collecting the data, the answer sheets were checked and the marks
were assigned to them. The marks obtained by the students were
presented Some of them were below average in totality, average (mean) is
taken to show their proficiency of achievement of the targeted group of
students.
fx
N
Where,
= Mean
F = Frequency of occurrence
= Sum of
X = Score in a distribution
N = Number of scorer
To meet the objectives of the study, students' performance in all the four
tests were tabulated. The marks of all the 50 students (in the four tests)
were added separately to find out the total marks for the tests A,B,C and
D. Marks obtained by the students in the test A were subtracted from the
marks in test B to find the increment of experimental group. Similarly,
marks obtained by the students in test C were subtracted from the marks
in the test D to find the increment. These four tests were administered in
the fixed interval of time after fixed lessons. The total increment marks
obtained was divided by the total number of students.
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Table No. 1
The above table shows the total marks of the 50 students in tests, A, B
and difference between the two. Similarly, the marks of 50 students in the
test C and D and the difference between the two and average marks in
each test.
Marks obtained
Percentage = 100
Full Marks
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Table No. 2
Holistic comparison
Tests Students Mean Percent
A 50 11.92 23.84%
B 50 23.68 47.36%
C 50 42.52 85.04%
D 50 47.64 95.28%
The above table shows the holistic comparison of the marks obtained in
test A, B, C and D by the 50 students. It is found that students in test A
were not able to obtain good marks. After teaching them for two months,
there came a change in their ability. So, while assessing them, there was
an increment in their achievement which the researcher felt through their
test results. So, the researcher concluded that the students made better
progress due to the use of realia while teaching them.
Figure No.4
Multiple Bar Diagram
120
100 95.28
85.04
Average Scores
80 T-A
T-B
60 47.36 T-C
40 T-D
23.84
20
0
Tests
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The multiple bar diagram given above shows the holistic comparison of
test A,B,C and D and their average increment and increment in
percentage as well. It is found that the marks in the tests A and B were
less in comparison to that of test C and D. Tests A and B have less
increment percentage in comparison to that of tests C and D.
This section comprises the analysis of the scores of the students on the
Tests A, B, C and D.
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Table No. 3
1. 50 6 4 12% 8%
2. 50 8 6 16% 12%
3. 50 3 8 6% 16%
4. 50 6 10 12% 20%
5. 50 10 12 20% 24%
6. 50 5 16 10% 30%
7. 50 6 18 12% 36%
8. 50 3 20 6% 40%
9. 50 3 24 6% 48%
As the table shows, 12% of the students scored 4 marks (each of them)
out of 50 full marks which is the lowest scoring on the pre-test. And only
6% students obtained 48% which is the highest scoring on the pre-test.
This result clearly shows that the students have varied proficiency in
using prepositions. Around 70% of the students were above the average
and 30% of them were below it. During the presentation, the students
fully participated with due interest in learning lessons facilitated with
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realia. My role was just to help the students in performing their exercises.
On the part of a teacher, a very little effort was made while making the
presentations. Realia and necessary pictures were designed/collected with
the help of students and relevant lessons were delivered mainly to
facilitate the students. The progress made by the students was the result
of using realia. The achievement shows that the use of realia in teaching
English prepositions have yield fruitful result.
Table No. 4
Scores in the first progressive test
S.N. F.M. No. of Marks No. of St. Marks %
Students in Per %
1. 50 11 20 22 40
2. 50 3 16 6 16
3. 50 9 18 18 36
4. 50 10 24 20 48
5. 50 3 26 6 25
6. 50 4 34 8 68
7. 50 2 36 4 72
8. 50 8 28 16 56
Average scores = 23.68
Observing the Test A (pre-test) scores and Test B (first progressive test)
individual score of the students, what I found was that their scores were
distributed around the average score of 23.68. (The scores obtained by the
students were converted into 50 from 20 full marks). It showed that the
use of realia seemed to have progressive effect on teaching and learning
English prepositions.
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3.2.3 Test C (Second Progressive Test)
The following table shows the scores of the students on the second
progressive test.
Table No. 5
1. 50 38 2 4% 76%
2. 50 40 18 36% 80%
3. 50 42 6 12% 84%
4. 50 44 15 30% 88%
5. 50 46 7 14% 92%
6. 50 48 2 4% 96%
As the table shows, all the students obtained distinction marks, which is
the excellent result in comparison to the T-A (pre-test) and test T-B.
Therefore, the use of realia seemed to have significant role in learning.
Observing this progress of the students what can be said is that the use of
realia in teaching English prepositions keeps great value in the classroom.
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3.2.4 Test D (post - test)
Table No.6
1. 50 3 40 6% 80%
2. 50 7 42 14% 84%
3. 50 6 44 12% 88%
4. 50 17 46 34% 92%
5. 50 14 48 28% 96%
6. 50 3 50 6% 100%
39
This result clearly shows that the use of realia is really an effective means
of teaching prepositions in lower secondary level.
Table No. 7
The above table shows that in Test-A the average score is 11.92 (23.84%)
and in Test- B (first progressive test) is 23.68 (47.36%). Average
difference of marks between T-A and T-B (between first and second
progressive test) is 11.76 (23.52%). Fifty students have increased 11.76
(23.52%) in their average score.
Table No. 8
Similarly, the above table shows that the T-C has the average score of
42.52 (85.04%) and T-D has the average score of 47.64 (95.36%).
Average difference between T-C and and T-D is 5.16 (10.32). So,
students have increased 5.16 (10.32%) in their average score.
40
3.2.7 Comparison between T-A and T-D
Table No. 9
Comparison between T-A and T-D
Test Marks Pre-test Post-test
Total Marks 596 2382
Average Marks 11.92 47.68
Difference 1786
Av. Difference 35.72
The above table shows difference of marks and the average difference
between pre-test and post-test. The result represented by the table is
therefore, the reflection of satisfactory performance of the students.
41
CHAPTER-FOUR
4.1 Findings
1. The following findings have been made on the basis their tests.
a. All the four test results, thus, made it obvious that teaching English
prepositions with realia was more fruitful than teaching without it.
The students produced an average score of 47.68 against their pre-
test score of 11.92.
b. From the Test-A (pre-test) the students' mastery over prepositions
was low. The lowest mark that they obtained was 4. None of them
was able to secure above 24. It has found that majority of the
students were not fully confident in using prepositions correctly.
The result status suggests that use of realia for teaching
prepositions is far more benefiting.
c. From the Test-B (first progressive test) that was administered
among fifty students to test their aptitude upon the learned items
such as 'at', above'. 'against', 'around', between', 'in' and so it was
found that majority of the students were not fully confident in
using 'around'. However, none obtaining below 8 out of 20 as full
marks indicates that greatest number of students involved in
experimental teaching benefited from learning prepositions with
realia.
d. In the Test-C (second progressive test) that was administered after
30 lessons and it was found all the students were able to secure
42
above 38. Hence, the test vividly indicated that realia was really
helpful material to practice the items and it helped to ease reading
the rules of using prepositions appropriately.
e. Finally, the post-test with a purpose of evaluating the student's
aptitude to use prepositions appropriately after teaching 40
lessions was administered and it was found that a few students
secured below 45 out 50 as full marks and none went below 40,
nor a student failed in the Test-D (post-Test). The test result thus,
was a clear indication of the effectiveness of teaching prepositions
with realia.
2. Again, the following findings have been made on the basis of the
average scores secured by 50 students.
43
4.2 Recommendations
44
REFERENCES
Aarts, F. & Aarts, J. (1986) English Syntactic Structures. New York:
Pergamon Press.
Bhattarai, G.R. (1996). Methods of Teaching English. Kathmandu :
Ratna Pustak Bhandar.
Bhattarai, G.R. (2001). A Thematic Analysis of Research Report.
Kathmandu : Ratna Pustak Bhadar.
Burns, A. (1999). Collaborative Action Research for English Language
Teachers. Cambridge : CUP.
Cowan, R. (2009). The Teachers Grammar of English. Delphi : CUP.
Gohiwar, M.K. (2009). Effectiveness of Using Power point in Teaching
English Tense. An unpublished M.Ed. Thesis, T.U. Kathmandu,
Nepal.
Harmer, J. (1987). Teaching Learning English grammar. New York :
Logman.
Harmer J. (2001). The Practice of English grammar. New York: Cup
http://search. gogle.com/speical/realia for teaching English
preposition. Webrf. html.
Hodgkinson, H.L. (1957). Advanced English Grammar. New York :
Longman.
Hewings, M. (1999). 'Advanced English Grammar. New York; Cup
http://search.gogle.com/speical/realia for teaching english
preposition. Webrf, html//
Hodgkinson, H.L. (1957). 'Action Research a Critique. Journal of
Educational Sociology,' 31,137-15, Retrieved March 14, 2009,
from http//www.edr. sogrpup. com/cgilreprint/911/17. pdf.
Kumar R. (2009) Research Methodology, New Delhi Pearson
Publication.
45
Larsen-Freeman, D. (2000). Techniques and Principles in Language
Teaching. Oxford : CUP.
Neupane, G. (2007). Effectiveness of Total Physical Response (TPR)
Teaching Imperatives as First Language. A published M. Ed.
Thesis, T.U. Kathmandu, Nepal.
Nunan, D. (1988a). Syllabus Designing. Oxford : OUP.
Nunan, D. (1988b). The Learner Centered Curriculum. Cambridge :
CUP.
Paneru D.R. (2009) Use of Computer for Teaching English Grammar.
An unpublished M.Ed., Thesis, T.U., Kathmandu, Nepal.
Pandey, G.P. (2004). The Effectiveness of Language Games in Teaching
Grammar. An unpublished M.Ed. Thesis, T.U., Kathmandu, Nepal.
Rai, V.S. (1998) English Langauge Teaching Materials and Practice.
Kathmandu : Rantna Pustak Bhandar.
Rawal,B. (2004). The Effectiveness of Dirll Techniques in Teaching
Passivization. An unpublished M.Ed. Thesis, T.U. Kathmandu,
Nepal.
Satyal, J. (2003). The Effectiveness of Visual Aids in Teaching English
at Primary level. An unpublished M.Ed. Thesis, T.U., Kathmandu,
Nepal.
Shah, P. (2007). The Study of the Effectiveness of Matchstick Figures in
teaching English Prepositions. An unpublished M.Ed. thesis,
T.U., Kathmandu, Nepal.
Slobin, D.I. (1974). Psycholinguistics. London : Scott, Foresman. Wright,
A. (1996). Visual Material for the Language Teacher. London :
Longman.
46
APPENDIX-5 A
F.M.: 20
Name of students: .............................................................. Time: ½ hrs
Class: .............................. Roll No.: .................................
1. Fill in the blanks with correct prepositions choosing from the brackets.
a. I saw a tiger ..................... the jungle (in/on)
b. He is afraid ................ the bear. (at/of)
c. Our class began ................ 10 O'clock and will finish at four. (on/at)
d. Ram works .............. morning till night. (from/at)
e. There is a vase ...................... table. (on/in)
47
APPENDIX-5 B
F.M.: 40
Name of students: .............................................................. Time: 1hr.
Class: .............................. Roll No.: .................................
1. Fill in the blanks with correct prepositions choosing from the brackets.
a. I prefer tea ............... coffee. (from, to, by)
b. Students should write ................ ink. (in, with, by)
c. He deals ........................ silk goods only. (in, by, with)
d. I congratulate you ............... your success. (for, in, on)
e. He is free ................... anxieties. (with, from, of)
48
Date: 2065/11/13 Time: 10:00-11.45
Objective:
The main objective of this lesson was to make students perform the
Classroom procedures
First day students were warm up by saying that they were going to learn
listened to the rules and then they started making notes on them.
Rules: Examples:
They had to write the three sentences using preposition 'on' using their
own realia. It was not easy for all to write these sentences. Good
examples with the new realia was given for the smooth going of the
classroom procedures. It was made clear that with the use of realia, the
necessary sentence would display on the board. It was again made clear
49
that caption would show prepared answers if they could not give current
answer but before they jumped for help, they had to try as much as
possible and use the clues in making sentences using realia as well. Three
students were asked to come in front of the class and made them perform
the activates using realia to use preposition 'on' correctly. Other students
activities. If not, they were told use of realia and asked to use 'on'
voluntary not forced in first day. Lastly they were given prepared work
50
Date: 2065/11/14 Time: 10:00-11.45
Objective:
The main objective of this lesson was to make students perform the
Classroom Procedures
Students were warmed up with the revision of the previous lesson. Firstly
they had to write the 3 sentences using preposition 'of' in their own. It was
not easy for all to write these different sentences using their own realia.
Rules: Examples:
Other necessary examples were shown with the selected and prepared
materials. Three students were asked in front of the class and made them
perform activates with the given realia. Whole students were looked with
51
due concentration towards their performed activates. Teacher only was
their guide and supervison, students were given another chance to write
different sentences using their own realia. All the students could make
sentences without fail in fast speed. Slow working students also did not
spend more than 20 minutes to make the sentences using their own realia.
without teacher's help. Due concentration was seen on the part of the
students who seemed self motivated to get the correct answer. Then the
students were given a paragraph with clues to use and fill in the blank and
they had to write the answers. Since it was a practice book. The exercise
performing were the main activites of the class. The teacher gave the role
of the facilitator only. Lastly, the prepared exercises for practicing; the
52
Date: 2065/11/15 Time: 10:00-11.45
Objective:
with realia.
Classroom procedures
The lesson opened with revision of the previous lesson the motivate the
students. One of the desired student was asked to explain the selected and
prepared materials with rules and examples. The teacher helped her for
explanation side by side. The rules and the related new examples were
Rules: Examples:
Kathmandu
Now other examples with realia was given for the smooth going of the
classroom procedures. It was made clear that with the use of realia
preposition 'from' was explained and displayed on the pocket chart. Three
53
students were asked to come in front of the class and made them perform
students in the whole class were requested to look curiously towards their
activities. The were again given the time for using preposition 'from' in
their own sentences differently. It was clear that the student felt more
confident because they could give examples using their own realia and
minutes before they skipped on to the 'test yourself' task. They were not
and own context with preposition. They were given extra work for
54
Date: 2065/11/16 Time: 10:00-11.45
Objective
Classroom procedures
The lesson with exercise was entirely modeled for testing performance
oneself and for this the realia were displayed with the help of the student
and hat to guess to fill the blank. e.g. Where is Ram? on/at the door.
whole class were asked one by one to fill the gap by their own answer.
They were then asked to write different sentences using their own known
realia. Answer were checked. They were given rules and suitable
Rules: Examples:
dancing.
55
New examples, from book were given with reading the sensible story
from their book and essay and then contextualized. They were asked to
paragraph was checked by exchanging the copy in the class. The teacher
would gave answers in the class. The teacher would gave answers if they
could not give correct answers but before they jumped for help, they had
to try as much as possible and use the clues for making sentences. Then
students were asked to do their exercises from the English practice book
56
Date: 2065/11/17 Time: 10:00-11.45
Objective
preposition.
Classroom procedures
Students were warm up with the previous lesson saying that they were
'above' using the class context. It was not easy for all to write.
Appropriate examples with the use of realia was given for the smooth
going of the classroom procedures. It was made clear that teacher could
give answers if they could not given corrent answer but before they
jumped for help, they had to try as much as possible and use the clues for
making sentences using realia as well. Two students were askied to come
in front of the class and made them perform the activities with realia to
towards their activities. If not they were told to use preposition with realia
correctly with that activities, the students were highly attended to what
57
the rules of using preposition 'above' and were asked to draw conclusion
Rules: Examples:
above average
After rule the students could make sentences without fail in fast speed.
Slow working students also did not spend more than 20 minutes to make
the sentences using their class environment. The practice activities were
concentration was seen on the part of the students who seemed motivated
to get the correct answer. They were asked to do the exercises from their
grammar book. Lastly, they were asked to write one paragraph describing
58
Date: 2065/11/18 Time: 10:00-11.45
Objective
The main objective of this lesson was to make students perform the
Classroom procedures
Revision of the previous lesson was done to motivate the students toward
their study. An instruction in the target language with reali and their rules
Rules: Examples:
New examples were displayed after rules on the board and were called
any of the three students one by one in front of the class and asked them
Again other examples using realia were discussed with teacher. The
lecture on the board was then followed by writing fill in the blank
questions and was asked one by one to fill. They were then informed to
59
consult grammar practice book for their exercise. Practice activities were
60
Date: 2065/11/19 Time: 10:00-11.45
Objective
The main objective of this lesson was to perform the activities containing
preposition.
Classroom Procedures
Students were warmed up with previous lesson. Realia (pen, book etc)
were displayed for the facilitation of the class towards their study
also matched it with realia. Students were self motivated class seemed
more interactive because students using their own realia. The teacher
handled the oral test by creating the situations with realia using
preposition 'against'. Any of the two students were asked to come in front
of the class and made them write possible sentences on the board. The
half session of the class was spent on the similar interview on the
completion of the lesson A little writing task with rules and examples
facilitator for the activity. On the completion of the lesson a little writing
task was assigned for their practice and assigned question was write in a
Lastly, prepared exercise work was given because of the lack or exercise
62
Date: 2065/11/20 Time: 10:00-11.45
Objective
Main objective of this lesson was to make the students able to use
Classroom Procedures
Then the realia on the pocket chart was displayed on the screen. One
student out of 50 was assigned with the preparation of the lesson before
hand who as therefore made leader to display and to catch up with all
these realia. Students themselves read all the sentences shown on the
board and tried to match with the realia repeatedly. Any of the two
students were asked to come in front the class and made them perform in
using preposition in their activity with the help of realia. It was entirely
student centered class and the teacher had set the condition that was,
students were asked to be more attentive as they would then recite all the
Rules: Examples:
63
At an intermediate Point in relation between 1 and 2 O'clock
to
This activity began with the use of realia. After they tried for ten minutes
of the rules, the testing exercise which ran like the error and trial exercise
correct answers for the problems with the realia displayed on the board or
pocket chart. For the exercise they were then asked to consult their course
book and practice book. It was obviously seen easy to use and to match
use correctly in their own sentences. They wer asked to make simple
figure which could show between. They were interested searching other
related grammar books and asked to solve the related problems. At the
end, they showed greater confidence on making the notes of rules and
64
Date: 2065/11/21 Time: 10:00-11.45
Objective
The main objective of the lesson was to perform the activities containing
preposition 'before'
Classroom Procedures
were desired goal. Before that all the realia needed for the prepared
lesson was brought and teachers and students were physically and
mentally prepared. First of all, the examples with the related lesson were
given on the board and displayed with the help of prepared realia. Then
students were asked to write three different sentences on their own note
copy. It was made clear that possible answers would again display with
the help of pocket chart but before they jumped for help, they had to try
their answers only. Two students were asked for the activities before
class. This gave them the opportunity to repeat the correct use of 'before'
in their own sentences. These activities with the help of class materials.
(i.e. realia) triggered the students learning faculty sooner. If the class was
practice exercises.
Rules: Examples:
Lastly, Rules and their examples were displayed with the prepared pocket
chart with realia and requested to note down. As usual, prepared exercise
66
Date: 2065/11/22 Time: 10:00-11.45
Objective
preposition.
Classroom procedures
their aptitude. Then the different related realia on the pocket chart was
displayed on the screen. One student was assigned with the preparation of
the lesson before hand who was made captain to display and to catch up
with all these realia. Students were asked to attend toward problems
shown on the board and tried to match with the realia repeatedly. Three
students were asked to come in front of the class and made use of
preposition 'in'. It was entirely student centered class and the teacher had
set the condition that was, students were asked to be more attentive as
they would then recite all the rules and situations of using preposition 'in'.
Rules: Examples:
67
In a period ww II ended in 1945
The new examples were further discussed. It was noticed that they felt
At last, they were informed for practicing exercise from their English
book.
68
Date: 2065/11/23 Time: 10:00-11.45
Objective
The main objective of lesson was to make students perform the activities
Classroom procedure
Rules: Examples:
No later than by 5 pm
Other examples related to their class material were given. And were
their own note copy. Answers were checked writing possible answers on
the board. New realia were shown and asked group wise to use in their
own sentences.
69
The lecture on the board was then followed by writing fill in the blanks
and was asked one by one to fill. Students were asked to make three
Class was self busy and students were interested towards their writing
own sentence and remebering the rules. Spontaneous interest was seen
practice.
Class was self busy and students were interested towards their writing
own sentence and remembering the rules. Spontaneous interest was seen
70
Date: 2065/11/24 Time: 10:00-11.45
Objective
The main objective of this lesson is to the students perform certain actives
Classroom Procedures
the target language was given. The class was stepped into this lesson with
the exercise which continued the elaboration of the rules with the
activity of this class that was also associated with reading the rules shown
on the pocket chart. The rules were illustrated with the help of the
examples too. The realia was further interpreted with examples by the
Rules: Examples:
The rules and illustrations along with the examples were repeatedly read
and listened by the students. If any query aroused during the examples
71
writing the teacher supplied clues to simplify their exercise. Interaction
and discussion was encouraged by the teacher among the students so that
they could be able to share the idea discused rules. This was deliberately
students were orally tested, it was noticed that they could be more
confident if they had got some opportunity to practice the problems and
tried their answers. However, majority of the students could speak out the
72
Date: 2065/11/25 Time: 10:00-11.45
Objective
The main objective of this lesson was to perform the activities containing
preposition 'through'.
Classroom Procedures
From the discussion of the previous lesson, they were motivated towards
the study. Group leader was asked to come in front of the class and made
in the target language was given using realia while the students watched
her. Other studetns in the whole class were performed using their own
realia. Some more new activities were shown using realia and were given
Rules: Examples:
forest
correctly. This was a kind of memory task and in this 40 studetns could
73
recall, easily most of the students used sentences correctly where as 10
asked why they could not recall the sentences written, spoken and
performed, that they were less attentive. This signified that studentes
practice book. The class was participatory as the students shared the
solutions for any casually occurring problems and kept showing their task
the students who tried to complete the test items sooner than other and
74
Date: 2065/11/26 Time: 10:00-11.45
Objective
Class Procedures
The class opened up with the realia displaying on the prepared pocket
chart. The seen and known the realia (taking in the hand the context was
createdand brought them towards the study and reminded them with
places lke Phewa and fishtail, were displayedalong with its location an
was borught te into the lesson 'ooposite'. The stduents read the
ofthe interested student was called in front of the class and made him
keep the realia giving sense of 'opposite' on the desk. Students had to
produce their own sentences by using the clues in give in the reaia (of the
given picture). Student teacher interactionwere taken place along with the
75
Rules Examples
building.
As the rule with eample noteddown then and asked to write three simple
last, they were informed of their exercise given in their book and other
each step and every lesson different from the traditional classroom
procedures. After every class extra prepared exercises were given for
76
Date: 2065/11/27 Time: 10:00-11.45
Objective
The main objective of the lesson was to perfor the activities containing
preposition.
Classroom Procedure
the target language was given and performed some activities using realia
while the students watched here. (Ram were you sitting among girls? One
ofthe students were requested to come in front of the class and made him
performed with reaia for using preposition among in the that context
some new activities using realia were aksed them to use them using
Rules Examples
two entities
77
The rules were noted down fro the board by all and some time was given
for memory of the rules too. Teacher took oral test of the students and
gave her feedback for correction as well as they could use in different
context. Realia were displayed on the pocket chart for the students.
After many trials errors, teachers proper facilitation and repetition made
78
Date: 2065/11/28 Time: 10:00-11.45
Objectives
Classroom Procedure :
This was a revision exercise that connected all the previous topics so for
the dealt and main objective of this lesson was clearly explained to the
students to be testing. The prepared realia for the lesson were displayed
with conversation between two students in front of the class which could
student was asked to report that conversation using passive voice with use
'for' along with, 'between' and 'among'. First students were listed to the
Rules Examples
79
Duration for 7 years
Exchange by for $
Class was fully action oriented and teacher's role was to supervise and
check the effectiveness of the students attempts. However had to test the
in their own context was like parrot learning. 50 students at the end
80
Date: 2065/11/29 Time: 10:00-11.45
Objective
Classroom Procedures
After warming up, the class was appeared displaying realia with
made clear that teacher would give possible answers on the board but
before they jumped for help, they had to try as much as possible and used
the clues given by the teachers. Students were told to consult their
English exercise books and their English course books and their exercises
for practice. Students curiously searched and filled their related exercises.
Two students were asked to come in front of the class and made him
displayed. This gave them the opportunity to repeat the connecting use of
preposition 'under'. These activities with the help of realia triggered the
students learning faculty sooner. At last rules and their proper examples
Students themselves read all the explanation shows on the pocket chart
with realia repeatedly and listed when required with teacher. It was
entirely student centered class and the leader had set the condition that
was, other students were asked to be more attentive as they would then
recite all the rules. At last class procedure consisted with the testing
exercise which ran like the error and trial exercise as the students
82
Date: 2065/11/30 Time: 10:00-11.45
Objective
preposition.
Classroom Procedures
assigned for the lesson. Two students were asked to come in front of the
class and made them perform the activities containing preposition as that
the teacher could supervise their activities. Before that all the realia
needed for the lesson were given to them to handle themselves. Then
students were asked to write sentences using preposition 'to' in their own
sentences. It as made clear that the facilitator friend would tell answers
but before they jumped for help, they had to try as much as possible and
use the clues given by the teachers on the board for checking their
answers only.
Rules Examples
83
Until work form 9 to a quarter to eleven
After the making notes, the facilitator student asked one by one for
making sentences giving the different context and with realia (if
84
Date: 2065/11/31 Time: 10:00-11.45
Objective
The main objective of the activity was to make the students able to use
Classroom Procedures
Then the realia was displayed. One student out of 50 was assigned with
the preparation of the lesson before hand who was therefore made
captain for the display and to catch up with all these materials.
Students themselves read all the sentences shown on the board and tired
to match with the realia repeatedly. Three students were asked to come in
from of the class and made use of preposition 'over' with help of realia. It
was entirely student centered class and the teacher had set the condition
that was students were asked to be more attentive as they would then
recite all the rules and situations was asked to be more attentive as they
would then recite all the rules and situations of using preposition 'over'.
This activity between with the use of realia with 'over' for which students
85
had to write correct sentences. After they tried for ten minutes, main
instructions for the use of rules were given with written examples on the
board.
Rules Examples
Second step of the class procedure consisted with the testing exercise
which ran lie the error and trial exercise as the interested students
Majority of the students seemed to have given correct answers for the
problems with the figures with the figures displayed on the board or
pocket chart. For the exercises they were then asked to consult their
own sentences. they were seen interested in making figures for using it.
They were interested searching other related grammar books and tired to
fill and answer at the end. They showed greater confidence on the
86
speaking, rules and writing sentences correctly. It is seemed easy in
87
Date: 2065/11/32 Time: 10:00-11.45
Objective
prepositions.
Classroom Procedure
This was a revision exercise the connected all the previous topics so far
dealt and the main objective of this lesson was clearly explained to the
appropriately.
'towards' in use so that they could use 'towards' in their own sensible
for mistakes individual to individual, oral discussion was held after the
using prepositions with realia. The group leader was called and made her
Rules Example
88
In the Direction of somebody or something walk towards the wall
with 'towards; correctly. The teacher made in close observation. This was
a kind of memory task and in this 40 students could recall most the
preposition. They reasoned when asked why they could not recall the
sentences written and spoken and preformed by the teacher, that they
Positive finding : majority of the students, (more than 45 out of the 50)
class was participatory as the students shared the solutions for any
casually occurring problems and kept showing their interest and task to
students who tried to complete the test items sooner than other and also
gave correct answers. At last they were informed to write one paragraph
describing your school using all of the 30 prepositions learnt within our
89
Negative findings; After two third of the lesson they though that learning
grammar was easy and some of them was less attentive. Some of them
90
APPENDIX-3
91
a. The cashier filled my bag with groceries.
92
APPENDIX-3
LIST OF REALIA
1. Pen
2. Pencil
3. Desk
4. Duster
5. Chalk
6. Book
7. Bag Ruler
8. Protractor
9. cone
10.Round-bottom flask
11.Ice Flower
14.Stone
15.Toys
16.Helmet
17.Mouse
18.Dustbin
19.Thermometer
20.Magnet
93
21.Pen
22.Gram
23. Knife
24.Jug
94
APPENDIX-4
95
31. Kedar Basnet 50 18 28 10 20
32. Keyar Jung Gurng 50 10 22 12 24
33. Amirit Gurng 50 6 18 12 24
34. Surendra Tamang 50 4 6 2 4
35. Narayan Thapa 50 10 20 10 20
36. Rabi Adhikari 50 12 24 12 24
37. Nabaraj Adhikari 50 12 20 8 16
38. Dipak Nepali 50 6 18 12 24
39. Man Bdr. Adhikari 50 4 20 16 32
40. Laxman Rawal 50 8 20 12 28
41. Ram Rawal 50 6 20 14 28
42. Sudarshan Ghimire 50 8 20 12 24
43. Anil Adhikari 50 20 26 6 12
44. Rupendra Ghimire 50 12 24 12 24
45. Dipendra Gimir 50 10 20 10 20
46. Ajit Thapa 50 6 28 22 44
47. Santosh Rawal 50 4 28 24 48
48. Shyam Adhikari 50 10 24 14 28
49. Surya Rawal 50 12 28 16 20
50. Pratap Rawal 50 8 20 12 24
Total Marks 2500 596 1184 570 1140
Average 1192 23.68 11.4 22.8
96