SUPPORTING THE GRADE SIX STUDENTS TO FOLLOW

THE INSTRUCTIONS GIVEN IN TARGET LANGUAGE –

ENGLISH
(With special reference to students in Mr/Diddenipotha Maha Vidyalaya)

KAPUGE THELANI LAKSHIKA

THESIS SUBMITTED IN FULFILMENT FOR THE DEGREE OF

BADHELOR OF EDUCATION
TEACHING ENGLISH AS A SECOND LANGUAGE

FACULTY OF HUMANITIES AND SOCIAL SCIENCES

LINCOLN UNIVERSITY COLLEGE
MALAYSIA

2019

I
DECLARATION

I hereby declare that this thesis is based on my independent work, except for quotation and
summaries which have dully acknowledge. I also declare that no part of this work has been
submitted for any degree to this or any other University.

Name : K.T. Lakshika

Metric No : LC00049000150

Signature :

Date :

Main Supervisor : Mr. Roshan De Lima

Faculty : Faculty of Social Sciences, Arts and Humanities

Lincoln University College :

Kuala Lampur, Malaysia :

Co- Supervisor :

Faculty :

i
ACKNOWLEDGEMENT

First and fore-most I would like to offer any deepest sense of gratitude to Mr. H.D.
Dharmasekara, lecturer of NCoE, Pasdunrata, Kalutara who was my supervisor, for guidance
and assistance given throughout the research sharing his expertise knowledge.

Moreover, I would like to express my sincere gratitude to Mr. Roshan De Lima, Country
Coordinator- Sri Lanka at Lincoln University and Director of KASP, for persuading and
giving instructions to complete this research.

Special words of gratitude and my deepest appreciation goes to Principal of

MR/Diddenipotha Maha Vidyala for granting permission to do the study and Ms. Ranmali,
the English teacher of the school and all the academic and non-academic staff members of
the school for their support in this process.

My appreciation is also extended to all the lecturers of KASP campus for their great
contribution as well as their excellent supervision and guidance provided for the success of
my research.

At last but not least, I would like to thanks the students who participated in my research.

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ABSTRACT

English is an international language that many people use for communication. In Sri Lanka,
English is considered as a second language. In the school curriculum, it is considered as a
compulsory subject. To go ahead with the fast moving world, English act as the main key in
the fast moving world.

However, with my experience as an English teacher, I understood that students bear negative
attitudes towards English language. The way the language is learnt have many drawbacks.
When I was teaching to Grade Six, I noticed that many students could not follow the
instructions given in English. As they could not follow the instructions they scored low marks
when they were given a test. The reason for this was the poor knowledge of the technical
terms. I think the experience in listening activities and experience in doing various types of
questions would help the students to follow the instructions. So I decided to do my action
research on that.

First, I gave a pre-test to the whole Grade 6 class and selected a random group of students
after the test. The sample was considered with five students. Secondly, I interviewed their
previous English teachers and got their ideas on this matter. Then I gave a questionnaire to
the parents in order to find out their family background. After collecting those facts, I made
the parents aware of the importance of English and asked them to develop the students’
environment as the students are encouraged to learn English, through different types of
activities; I tried to improve students’ ability to engage in activities with confidence and with
interest. After each activity I evaluate their progress and at the end, I gave them a post-test to
measure their total achievements.

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CONTENTS
DECLARATION......................................................................................................................................I

ACKNOWLEDGEMENT......................................................................................................................II

ABSTRACT...........................................................................................................................................III

TABLE OF FIGURES............................................................................................................................V

INTRODUCTION...................................................................................................................................1

SPECIFIC INTRODUCTION.................................................................................................................2

RESEARCH BACKGROUND...............................................................................................................2

PROBLEM STATEMENT......................................................................................................................3

RESEARCH QUESTIONS.....................................................................................................................3

SIGNIFICANCE OF THE STUDY........................................................................................................3

OBJECTIVES OF THE STUDY.............................................................................................................4

REVIEW OF THE LITERATURE RELATED TO THE STUDY.........................................................4

RESEARCH METHODOLOGY............................................................................................................7

CONCLUSION......................................................................................................................................40

SUGGESTIONS AND RECOMONDATIONS....................................................................................41

REFERENCES......................................................................................................................................42

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TABLE OF FIGURES
FIGURE 1 : STUDENTS BACKGROUND.........................................................................................17
FIGURE 2 : MARKS ON QUESTION TYPE OF ACTIVITY 01-INTERVENTION I......................19
FIGURE 3 : MARKS OF PUPILS OF ACTIVITY 2-INTERVENTION I..........................................20
FIGURE 4 : MARKS ON QUESTION TYPE OF ACTIVITY 2-INTERVENTION I........................21
FIGURE 5 : MARKS OF PUPILS OF ACTIVITY 3-INTERVENTION I..........................................22
FIGURE 6 : MARKS OF QUESTION TYPE OF ACTIVITY 3-INTERVENTION I........................23
FIGURE 7 : MARKS OF PUPILS OF ACTIVITY 4-INTERVENTION I..........................................24
FIGURE 8 : MARKS OF QUESTION TYPE OF ACTIVITY 4-INTERVENTION I........................25
FIGURE 9 : MARKS OF PUPILS OF ACTIVITY 5-INTERVENTION I..........................................26
FIGURE 10 : MARKS OF QUESTION TYPE OF ACTIVITY 5-INTERVENTION I......................27
FIGURE 11 : MARKS OF PUPILS OF ACTIVITY 6-INTERVENTION I........................................28
FIGURE 12 : MARKS OF QUESTION TYPE OF ACTIVITY 6-INTERVENTION I......................29
FIGURE 13 : MARKS OF PUPILS OF ACTIVITY 1-INTERVENTION II.......................................30
FIGURE 14 : MARKS OF QUESTION TYPE OF ACTIVITY 2-INTERVENTION II.....................31
FIGURE 15 : MARKS OF QUESTION TYPE OF ACTIVITY 3-INTERVENTION II.....................32
FIGURE 16 : MARKS OF QUESTION TYPE OF ACTIVITY 4-INTERVENTION II.....................33
FIGURE 17 : MARKS OF PUPILS OF ACTIVITY 5-INTERVENTION II.......................................34
FIGURE 18 : MARKS OF PUPILS OF ACTIVITY 5-INTERVENTION II (2ND PART)................35
FIGURE 19 : MARKS OF PUPILS OF ACTIVITY 6-INTERVENTION II.......................................36
FIGURE 20 : MARKS OF PUPILS OF ACTIVITY 7-INTERVENTION II.......................................37
FIGURE 21 : MARKS OF PUPILS OF ACTIVITY 1-INTERVENTION III.....................................38
FIGURE 22 : MARKS OF PUPILS OF ACTIVITY 2-INTERVENTION III.....................................39

v
INTRODUCTION

English is essential in current context as wider use of English in the social setting as well as
the educational sector. Consequently, most of the language learners face challenge of learning
language other than their mother tongue. Analyzing the G.C.E. O/L results of students in Sri
Lanka, it is proven that students struggle with the grabbing things in English language
learning. There are many reasons for the students to consider English as a difficult language
to learn. Thus, to develop enthusiasm and effective learning in the academic aspects, teachers
need to recognize ways to support language development of pupils, through classroom
instructions which are most valuable experience for learners because of the limited exposures
at the classroom.

If the learners do not understand the facts in the lesson, they cannot be learning even though
the learners have much knowledge in a language other than what is being taught to them.
Method of developing the level of proficiency is a fact of effectiveness of programmes during
class room.

The goal of the study was to develop a descriptive model of learning second language
learning and explore relationship between language learning and educational background.
The paper respectively contains the introduction, the background for the proposed topic, the
problem statement and the subsequent research question, the significance of the study, the
objectives of the study, the relevant literature review, the proposed research methodology, the
time frame and the budget for the project, and finally the list of references.

1
SPECIFIC INTRODUCTION

Understanding of given instruction by the students of a different language, and educational

backgrounds are paramount important in teaching a second language. This study aims at
investigating the issues and proper methods to identify the key areas of weaknesses in
teaching target language to pupils. Feedback from participants of Grade Six students would
be used to analyze the effective ways to transfer the instructions to the students of
Mr/Diddenipotha Maha Vidyalaya clearly.

RESEARCH BACKGROUND

Although the importance of clear instructions can be over exaggerated, students, who do not
understand instructions can waste the limited useful classroom time. On the contrary, it can
also have a major impact on the teacher’s confidence in their teaching and the students’
confidence in English as something that they can understand.

Successive education reform programmes depend on how the teacher performs in the
classroom and interacts with his/her students. The students learning outcomes can be
considered as the most accepted norm for measuring effectiveness of teaching. It was noticed
that Grade Six students have difficulties in understanding the instructions given by me in
Mr/Diddenipotha Maha Vidyalaya. They always required the further explanation from me in
their mother tongue. It was identified that most of the students could not do the exercise
correctly as per my instructions and some questions were skipped and they told me that they
are doubtful about what to do. Sometimes they do not know what I have told them. When I
mark their work books, I found that they had omitted some important activities. They told me
that they cannot understand what to do in those activities. When I explained them the
instructions, they were able to do them. On the other hand sometimes they had done the
activities as they wish without following the given instructions.

This can be considered as an obvious concept and such an easy thing to do, but when we set
up a task or ask for them to do something, the outcome was not what we imagined.
Sometimes students just understand or get partial information on what they are supposed to
do. As a result undesired behavior comes to play.

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When I work with my students I also face this constant struggle and lots of teachers complain
that they are also in the same situation. So this is a big issue which is faced by the second
language teachers in their teaching process. Further, when I mark their homework I have
noticed that most of students have omitted the instructions which are given by me.

PROBLEM STATEMENT

Some students in Grade Six find it difficult to follow the instructions given in English by the
teacher or in the activities. As a result they could not engage in the activities given and
always expect the teacher to explain the instructions in mother tongue.

RESEARCH QUESTIONS

The teacher aims to find answers to the following three sub questions through carrying out
the proposed research.

1. Benefits of using target language in the classroom

2. To identify how far pupils can follow the instructions and the places where they find
it is difficult to understand.
3. To motivate the students to follow the instructions given in target language.
4. Strategies for effective transfer of the subject matters to the pupils.

SIGNIFICANCE OF THE STUDY

The investigations in supporting the students to follow the instructions given in target
language- English in Sri Lanka can be found very limited. International researches are mostly
inaccessible. This research would be significantly helpful to different parties involved in
secondary language teaching to overcome problems encountered with exchange their syllabus
to the students. Teachers can improve their strategies for centralizing effort for maximizing
effectiveness. When students can not follow simple instructions given in the target language
it affects them very much in their language studies. Although the students know the answers,
they are not able to write or tell them correctly, when they do not understand the question. So
it is paramount important for students to be able to follow the instructions effectively, which
were given in the target language. Otherwise students will give up learning English and they
might live with unnecessary phobia towards the target language. It is expected that this brief

3
and necessarily oversimplified survey will encourage many language teachers to learn more
how to transfer instructions to students effectively. Such knowledge will provide some strong
perspective in evaluating the origin or new approaches to methodology.

For future researchers this could be taken as a base for further research along the topic.

OBJECTIVES OF THE STUDY

1. To find out the reasons why students find it difficult to follow instructions given in
English language. It is important to find the reasons for this matter because it helps to
decide the remedial actions.
2. To help students to follow instructions by listening and reading the instructions given
in English. Number of activities will be given and through practice it is experienced
that the students will be familiar with the terms that are used to ask questions. The
ability of facing listening activities will also be developed.
3. To create an interest towards English in students mind and encouraging those to read
e-articles and English article listen to English programmes and news. The desire
towards English is expected to develop through different activities. That would
promote the students to read more English articles, books, and listen to English
programmes.
4. This research will be implemented as supplementary work for the learning process of
the students. Students will be able to face examinations with confidence and will
show good performances in listening activities at the end of this research.

4
REVIEW OF THE LITERATURE RELATED TO THE STUDY

Numerous authors’ methods related to instructions given in target language were very much
helpful for doing the study. They teach us how to reduce the communication barrier.
According to Harlan and Rowland (2002), “Clarity refers to the methods used to explain or
communicate content, concepts, principles, skills, and ideas” (p. 150). As I have given the
instructions to the students clearly I was surprised why they couldn’t get what I have
instructed them. I sometimes thought that my instructions were unclear to them. In reference
to Burden and Byrd (1994), “if teachers are constantly asked to repeat questions, and
explanations, then they are not exhibiting clarity in their instructional behavior” (p120). But
in my case, I have given those simple questions and scenarios, which most of the students can
understand clearly. So I was confused with what the issue is and how to correct theses.

According to the review by Rossell and Baker (1996) claimed that most methodically
adequate studies found bilingual education to be no more effective than English-only
programs. Their findings looked impressive as they addressed the effectiveness of bilingual
education, where Bilingual education is the use of the native tongue to instruct limited
English-speaking children. So, as teachers of second language we can use native language of
the children to transfer the basic idea of the lesson until the level of students get increased to
a certain level.

They once said that “Both the middle class and working class English-speaking students who
were immersed in French in kindergarten and Grade One were almost the equal of native
French-speaking students until the curriculum became bilingual in grade two, at which point
their French language ability declined and continued to decline as English was increased.”
Greene (1997) found that the evidence favoured programs that made significant use of native
language instruction. This significant fact proving that better way to illustrate your idea in
pupils mind is to use native language to a certain extent, but it should be limited to a certain
level as they need to be advanced within a time frame to a level that instructions in native
language is no longer needed.

However, Robert E. Salvin, Alan Cheung (2005) have reached the problem in deferent angle
where they described the way of using bilingual language method in effectively. “Teachers of
English language learners may use language development strategies such as total physical

4
response (acting out words) and realia (concrete objects to represent words) to help students
internalize new vocabulary. Teachers may simplify their language and teach specific
vocabulary that is likely to be unfamiliar to ELLs”. And also “Immersion may involve
placing English language learners immediately in classes containing English monolingual
children, or it may involve teaching ELLs in a separate class for some time until the children
are ready to be mainstreamed.”

According to Chesebro and McCroskey (2002), “Clear teaching is more than just teaching
content clearly. It also involves clear expectations” (p 95). Once it was noticed that the lesson
was unclear to the students I need to change the way I explain and improve the clarity
towards them and analyze the students.

Consequently, it is obvious that teachers have to come up with a specific way to overcome
the issues of understanding and deliver the instructions to them in enthusiastic and
understandable way.

Alfredo J, et al (2005) say, “Disproportionate representation patterns were related to grade

level, language proficiency status, disability category, type of special education program, and
type of language support program. Students proficient in neither their native language nor in
English (particularly in secondary grades) were most affected.”

This research also compare the problem concerning the ages of the children involved, the
length of time they have been taught in their first language, and the length of time they have
been taught in English.

When conducting a research on this topic I wanted to analyze weaknesses of the pupils in the
context of target language and how to improve the way of delivering the subject matters to
them in an effective manner where they have to improve their listening, understanding skills
through the successive way.

Learning strategies are important in second language learning and teaching for two major
reasons. First, by examining the strategies used by second language learners during the
language learning process, we gain insights into the metacognitive, cognitive, social, and
affective processes involved in language learning. The second reason supporting research into
language learning strategies is that less successful language learners can be taught new
strategies, thus helping them become better language learners (Grenfell & Harris, 1999).

5
 Research on language-minority student outcomes has revealed sizeable and persistent
achievement gaps. The reasons for these gaps are often closely linked with other factors
related to underperformance, including generational status, race/ethnicity, and socioeconomic
status.

There have been various theories of Second Language Acquisition (SLA) which have
emphasized the importance of CSs, such as, Cognitivist, Interactionist, Interlanguage as well
as Collaborative theories. In addition, these strategies find support in the area of Teaching
English as a Foreign Language (TEFL) through methodological approaches such as the
Communicative Language Teaching and the Task-based Language Approach.

There are nine approaches that shall be referring to language teaching, which are outlined in
Celce-Murcia, M. (ed.) (1991):

1. Grammar-Translation Approach (an extension of the approach used to teach classical

languages to the teaching of modern languages),
2. Direct Approach (a reaction to the grammar-translation approach and its failure to
produce learners who could use the foreign language they had been studying),
3. Reading Approach (a reaction to the impracticality of the direct approach; reading
was viewed as the most usable skill to have in a foreign language since ordinary
people traveled abroad around 1930; also, few teachers could use a foreign language
well enough to use a direct approach in class),
4. Audiolingualism (a reaction to the reading approach and its lack of emphasis on oral-
aural skills),
5. Situational Approach (a reaction to the reading approach and its lack of emphasis on
oral-aural skills), .
6. Cognitive Approach (a reaction to the behaviorist features of the audiolingual
approach),
7. Affective-Humanist Approach (a reaction to the general lack of affective
considerations in both audiolingualism and cognitive code),
8. Comprehension-Based Approach (an outgrowth of research in first language
acquisition, which led some language methodologists to assume that second or foreign
language learning is very similar to first language acquisition), and
9. Communicative Approach (grew out of the work of anthropological linguists),

6
RESEARCH METHODOLOGY

In this research, following methodology will be followed to get the study successful.

3.1 Research Design

The researcher follows mixed method research designing for this research. Mixed method
research is a methodology for conducting research that involves collecting, analyzing, and
integrating quantitative (Ex; experiments, surveys) and qualitative research (Ex: focus
groups, interviews). Therefore, mix method research can be explained as a combination
of qualitative and quantitative research designs. Mixed method is a research approach
whereby researchers collect and analyze both quantitative and qualitative data within the
same study. A purposeful mixing of methods in data collection, data analysis and
representation of the evidence can be seen here.

3.2 Research Setting

3.2.1 Place of the research

This research was conducted by using the Grade Six students of MR/Diddenipotha Maha
Vidyalaya in 2019.

3.2.2 Time of the Research

The research was implemented during the second semester of academic year 2019 for
Grade Six students. Here the researcher identifies the problem of students’ shortcomings
in follow the instructions given in target language.

3.3 The Subject and the Object of the research

The subject of this research is Grade Six students of MR/Diddenipotha Maha Vidyalaya,
which is situated in Matara District. It is a mixed school and there are 28 students in this
Grade. It can be considered as a mixed ability class room where there are 16 girls and 12
boys.

There is only one Grade Six classroom in this school. The objective of the research is to
find out the reasons why students find it difficult to follow the instructions given in
English and take the necessary remedial actions and help students to follow instructions

7
by listening and reading the instructions given in English. On the other hand the
researcher wishes to make a great interest towards English in students’ minds’ and
encouraging those to read and listen to English articles and programmes. This research
will be implemented an supplementary role for the learning process of the students.

3.4 The Technique of Data Collection

Various methods were used during the implementation of this research. They can be
categorized as qualitative and quantitative data. The tools used to collect information
were lesson observation, tests, teacher interviews, questionnaires, and field notes.

Observation

To identify the problem.

Pre-test

To identify how far pupils can follow the instructions and the places where they find it
difficult to understand. It is also used to select a student group for the research.

Interviews

Teacher interviews are used to encourage teachers to reflect on their belief and language
teaching practices. Participants’ perceptions of how language should be taught and how
languages are learned were also of interest to the researcher. It was hoped that these might
provide the researcher with a possible understanding of the reasons for different language
of activity choices made by a teacher (Wallace, 1998). Though interviews it is expected to
get the ideas of the other teachers about this problem. Their ideas are used when
preparing the activities.

Questionnaires

To get an idea about the family background of the students.

Implementing test

To develop the ability of the students to follow instructions and to evaluate their
achievements.

8
Post test

To check whether the students have achieved the expected level and for the final
evaluation.

3.5 Techniques of Data Analysis

The study was focused on the students’ knowledge of follow the instructions given in
target language-English of Grade Six learners. Here, the researcher used the mixed
method research design. It includes collecting the sample of data, recognizes the difficult
areas, find solutions for them.

3.6 Reliability of the Procedure

The researcher dedicated with his maximum capacity to make the investigation a genuine
one. First of all he got the permission from the principal of Mr/Diddenipotha Maha
Vidyalaya and selected the sample group by random sampling. There, students’ weakness
of understanding and following the instructions given in the English language was noticed
by the researcher and discussed them with the other English teachers and specially with
the Grade Six teacher. Then the researcher held few test; considering the level of the
target group.

Here the researcher allocated enough time frame and instructions. Mutual sharing was
strictly avoided by the researcher when students do the individual tasks. The researcher
dedicated a lot and took her maximum effort to use reliable sources for secondary data
collection and data analysis.

9
Considering, English as a second language in Sri Lanka, many students score low marks for
this subject due to weakness to follow the instructions given in second language and most
teachers tend to give instructions in their mother tongue which is not a solution to improve
their proficiency and development. Taking this matter to consideration, following steps were
carried out as a research under the topic of supporting students to follow the instructions
given in English.

Basic Steps

Step one

Identifying the problem was done as the first step. Teaching-learning process and the
reflective journal are used to identify the problem.

Step two

A written test was given as the pre-test on 25 th of May 2019. This was to select a sample
group for the research. The test was considered with 20 questions and out of 20 two questions
were listening questions. Other questions were simple questions with different question types.
Marks were given out of 100.

After analyzing the marks obtained by the students five were selected as the sample group
randomly for the research.

Step three

Interviews with the students who had taught the students were considered during the last
three months. That was to get their ideas and suggestions for the improvement of the
students. Suggestions of those teachers have been used when implementing the activities.

Step Four

A questionnaire was given to the parents of the selected group during the last week of April.
Eight questions were asked from the parents in order to find out the family environment of
the students. At the end of the questionnaire suggestions of the parents were asked to
implement the English knowledge of the students.

10
Step Five

During the first two weeks of April parents of the selected group were instructed to
implement a proper environment for students to learn English. They were asked to promote
students in reading and listening.

Intervention I

Step One

Students were provided word cards with following question words.

 What
 When
 Which
 Who
 How

Students were asked to select and paste the question word when the teacher reads them.

The first activity was a listening activity. Students were asked to mark, the given statements
right or wrong after listening to the poem. The poem was read two times by the teacher.
During the first reading students had to listen and understand the poem and during the second
reading students had to mark the statements.

Step Two

Students were given a poem and they were asked to supply short answers for the questions
given. Through this activity question words “what, where, and why” were implemented.
There were five questions and the question word “what” were included in three questions. 20
minutes were given to complete the activity. The aim of this activity was to make the students
aware of the above mentioned question words.

11
Step Three

Question words “what, where and why” were further implemented through this activity. A
story was given and six questions were asked from the students. They were given 30 minutes
to answer the questions. Intention of this activity was to make the students familiar with the
above mentioned question words.

Step Four

Under this activity students were given a small story and they were asked to answer three
questions. Question words “what, who, and why” were implemented through this activity.
Students were given 20 minutes to provide answers.

Step Five

A chart was provided to the students and they were asked to answer five questions. Students
were given 20 minutes to find answers. Question words “what, when, who and how” were
implemented.

Step Six

All the question words given in previous activities were included in this activity. The aim of
giving this activity was to evaluate the achievements of the earlier activities. A story was
given to the students and eleven a questions were asked. They were given 30 minutes to
answer the questions.

12
Intervention II

Under this section students were given several listening activities.

Activity 1

This was considered with two listening parts. The students were asked to mark the given
statements right or wrong after listening to a poem. The poem was read three times by the
teacher. In the first reading students had to listen and understand the poem. In the second
reading students had to mark the statements. Last reading was to check the answers.

In the next part students were asked to listen to a small text. They were given two incomplete
statements with two answers per each. Students were asked to write the correct number of the
answer in the given space. The text was read three times.

Activity 2

This activity also was to make the students familiar with listening activities and was included
two parts. A poem was recited by the teacher and students were asked to mark tick for the
correct statements and wrong mark for wrong statements. The poem was recited three times.
In the second part students were given five drawings. They had to listen and draw pictures
according to the instructions.

Activity 3

This was also a listening activity. Students were provided a map of a small town. Then six
sentences about that town were read three times by the teacher. In the first reading students
were asked to listen and understand the sentences. In the second reading students were asked
to mark the map. In the last reading students were asked to check their answers. The aim of
this activity was to make students aware of listening acitivities.

Intervention III

The aim of this intervention was to make the students practice following question titles, like
circle, match, re-write, draw, fill in the blanks, underline, write.

13
Activity 1

As the first activity under intervention 3, students were given word cards with some above
mentioned question words. Students were asked to select and paste the correct word in the
paper, when the teacher read them.

Activity 2

Aim of this activity was to make the students familiar with the question words “Underline,
circle, and match”.

In the first part two incomplete statements were given and students were asked to underline
the correct group of letters in the bracket. Students were asked to select and circle the correct
word in the second part. Here also they were given two incomplete sentences. In the last part
students were asked to match the answers. The question word “match” was implemented
here.

Activity 3

This activity was based on question titles “Underline, Circle, Fill in the blanks, and Re-
write”. The question titles were given highlighted. Activity consisted of four parts and in the
first part students were given two statements. They had to select the correct answer and write
it in the given space. In the next part the students had to choose and underline the correct
answer. In the third part two incomplete statements were given and students were asked to
circle the correct answer which was given in the brackets.

In the last part students were asked to re-write the sentences using contractions.

Activity 4

Under this activity question words “Underline, circle, and re-write” were further
implemented. The activity was consisted of three parts. In the first part two sentences were
given with answers in brackets. Students were asked to underline the correct answer. In the
second part students had to choose and circle the correct answer. Here also two sentences
were provided. Last part was to join and re-write the given two sentences using “and”.

14
Activity 5

The question types given in this activity were different. The activity had three parts. In the
first part students were given three incomplete statements. They had to write the correct
number of the answer in the space given.

Then the students were given some words. They had to select the items that they find in
kitchen and write “K” in the brackets. For the other items they had to write “NK” in the
brackets.

In the last part students had to match the statements in column A with the statements given in
column B. Here students were asked to write the correct number of the column B statements.

Activity 6 There were two parts under this activity. In the first part students were given some
words and they were asked to group those under three categories. In the second part four
responses and four questions or statements were given. Students had to select the correct
question or the statement for the responses and write the number against that response.

Post Test

This was given to evaluate the progress of the students. The activity was considered with six
parts and all the areas practiced in earlier activities were tested.

15
Data Analysis

Pre-test

A pre-test was held to select a sample group for the action research. The test was given to the
whole Grade Six class and ten students were selected who had scored marks between 45-60,
from the pre-test. The highest mark was 85 and the lowest mark was 15 out of 100. The
selected ten were the target group for this research.

Target Group

1. A-Kavindu
2. B-Jayamini
3. C-Chameli
4. D-Dahami
5. E-Thathsarani
6. F-Hirushi
7. G-Dasindu
8. H-Dilmeth
9. I-Asanka
10. J-Lasath

Henceforth, the target group is known as the above mentioned.

A discussion was conducted with some of the previous English teachers of the students in
order to get ideas of them on this matter, two previous English teachers were interviewed and
both of them pointed out that the poor usage of English had become a major reason for not
following the instructions well.

16
3.2 Analysis of the questionnaire

A questionnaire was given to the parents of the target group. This was to find out the family
background and the reasons for not following instructions given in English. At the end of the
questionnaire suggestions of the parents had been asked to improve English usage of the
students. Only one parent had given suggestions.

According to the questionnaire 45% of parents help their child to do his/her English home
works at home. 40% of students read English story books but 100% of students do not read
English newspapers.

Anyhow, 60% students have a positive attitude towards English. When consider the access to
electronic media 100% of students watch English cartoons while 80% of students visit
English children programmes. 40% of students visit English news and films. (Figure 1)

Students Background
100

80

60

40 Percentage

20

0
s

ws
rt

s
de
r

e
ok

pe

on

mm
po

Ne
tu
Bo

Pa

to
up

tti

ra

sh
ar
ad

ws

ea
sS

og
hC

gli
Re

Ne

tiv
nt

En
Pr
atc
re

ssi
ad

n's
Pa

W
Po
Re

re
ild
Ch

Figure 1 : Students Background

Questionnaire reveals that the students find it difficult to follow instructions given in English
because of the poor usage. Although the parent contribution is high, the usage of English in
home environment is low. Therefore students are not familiar with the common words and
instructions that are used in day-to-day life. Due to this the vocabulary of the students has

17
become low. A discussion was held with the parents of the group and they were asked to
encourage students in reading and listening English articles and programmes.

18
Activity 1

As the first activity students are given five word cards. Question words “which, what, who,
and how” are included in them. When the teacher reads a word, students are asked to select
and paste that word in the paper.

Question words “who, what, and how” are achieved in 100% by the students. Question words
“which and when” are achieved in 80% by the students. (Figure 2)

Marks on Question Type

100
90
80
70
60
Marks
50
40
30
20
10
0
Who What How Which When

Figure 2 : Marks on Question Type of Activity 01-Intervention I

19
Activity 2

Question words such as what, where and why are important in this activity. Students are
given a poem and five questions. Question word “what” is included in three questions.
Students C, D, G, and I, are achieved 60%, students A, B, F, H achieved 40%, while students
E, and J in 20%. (Figure 3)

70

60

50

40

30
Marks
20

10

0
ath
a
i
mi
eli

eth
du

du
ini

sh
ni

nk
am

ra
ha
am
vin

sin
iru

as
lm

sa
sa
Da

J-L
Ch

Da
F-H

I-A
Jay
Ka

Di
th
D-

H-
C-
A-

G-
ha
B-

E-T

Figure 3 : Marks of Pupils of Activity 2-Intervention I

20
Question word “what, and where” are achieved in 60% and the question word why is
achieved in 0%. (Figure 4)

70

60

50

40

Marks
30

20

10

0
What Where Why

Figure 4 : Marks on Question Type of Activity 2-Intervention I

Reasons for above results

Students are not familiar with the question word “why”. Although they were asked to give a
reason they had misunderstood that.

21
Activity 3

Question words what, where and why are furthermore implemented in this activity and
students are asked to write short answers for six questions. Question word “what” is included
in questions. Students A, D, and F are achieved 50%, students B, C, G, and I are achieved
30% and E, H, and J are achieved 20%. (Figure 5)

60

50

40

30

Marks
20

10

0
th
ka
i
mi
li

th
du

du
ini

sh
ni
me

asa
me

san
ha
am

ara

ir u
vin

sin
ha

J-L
Da

Dil
F-H

I-A
Da
ay
Ka

ths
C-C

D-

H-
B-J
A-

G-
ha
E-T

Figure 5 : Marks of Pupils of Activity 3-Intervention I

22
Question word “what” is achieved in 65% and question word “where” is achieved in 70% and
“why” is achieved in 30%. (Figure 6)

100

90

80

70

60

50
Marks
40

30

20

10

0
What Where Why

Figure 6 : Marks of Question Type of Activity 3-Intervention I

Reason for the above results

Unable to understand some words given in the activity is a reason for the failure.

23
Activity 4

A small story is given to the students and they are asked to answer questions given after
reading the story. Question words “what, who, and why” are implemented in this activity.

Students A, B, D, and G are achieved 75% while students C, E, H, and I have achieved 45%
and F, and J achieved only 30%. (Figure 7)

100
90
80
70
60
50
40 Marks
30
20
10
0
ath
ka
i
mi
eli

eth
du

du
ini

sh
ni

san
am

ha
am

ra

iru
vin

sin

as
lm
sa

J-L
Da
Ch

F-H

I-A
Da
Jay

Di
Ka

th
D-

H-
C-
A-

G-
B-

ha
E-T

Figure 7 : Marks of Pupils of Activity 4-Intervention I

24
Question word “what” is achieved in 80%, “who” and “why” are achieved in 60% and 40%
respectively. (Figure 8).

100

90

80

70

60

50
Marks
40

30

20

10

0
What Who Why

Figure 8 : Marks of Question Type of Activity 4-Intervention I

Reasons for the above results

Although the story was a simple one the limited number of questions is affected to the
students when scoring marks.

25
Activity 5

A chart is given and students are asked to answer five questions. Question words “what,
when, who and how” are implemented. Students C, D, and E are achieved 30%, A, B, G, and
H achieved 55% and students F, G, I, and J achieved 75%. (Figure 9)

100
90
80
70
60
50
40 Marks
30
20
10
0
th
ka
i
mi
li

th
du

du
ini

sh
ni
me

asa
san
me
ha
am

ara

iru
vin

sin
ha

J-L
Da

Dil

I-A
F-H

Da
ay
Ka

ths
C-C

D-

H-
B-J
A-

G-
ha
E-T

Figure 9 : Marks of Pupils of Activity 5-Intervention I

26
Question word “what” is achieved 70%, question word “when” is achieved 30% and question
word “who and how” are achieved 20% and 30% respectively. (Figure 10)

100

90

80

70

60

50
Marks
40

30

20

10

0
What When Who How

Figure 10 : Marks of Question Type of Activity 5-Intervention I

The activity type was new; however, the activity was not a difficult one.

27
Activity 6

A story is given and students were asked to answer eleven questions. This activity is enclosed
with all question words that the previous activities got. The achievement of the students is
evaluated in this activity.

Students A, and C scored 40%, students B, E, F, and H scored 50%, while D, G, I, and J
scored 65%. (Figure 11)

100
90
80
70
60
50
40 Marks
30
20
10
0
ath
a
i
mi
eli

eth
du

du
ini

sh
ni

nk
am

ha

ra
am

ir u
vin

sin

as
lm

sa
sa

J-L
Da
Ch

F-H

Da

I-A
Jay

Di
Ka

th
D-

H-
C-
A-

G-
B-

ha
E-T

Figure 11 : Marks of Pupils of Activity 6-Intervention I

28
Question words “why” and “how” achieved 80%, question word “when” is achieved 50%,
while question words “what” and “who” are achieved 30% and 50% respectively. (Figure 12)

100

90

80

70

60

50
Marks
40

30

20

10

0
Why How When What Who

Figure 12 : Marks of Question Type of Activity 6-Intervention I

Considerable progress is shown by the students when analyzing the marks obtained by them
for the above activities.

29
Intervention II

Activity 1

Students are given word cards and they were asked to select and paste the correct word when
the teacher read the word. Students A, B, D, and H are achieved in 100%, students C, E, F,
and I achieved 70% while G, and J students are achieved 65%. (Figure 13)

100
90
80
70
60
50
40 Marks
30
20
10
0
th
ka
i
mi
li

th
du

du
ini

sh
ni
me

asa
san
me
ha
am

iru
ara
vin

sin
ha

J-L
Da

Dil

I-A
F-H

Da
ay
Ka

ths
C-C

D-

H-
B-J
A-

G-
ha
E-T

Figure 13 : Marks of Pupils of Activity 1-Intervention II

30
Activity 2

The activity is considered with three parts. The first part is given to select the correct answer
and under second part is to select and circle the correct answer. Last part was to match the
words in column A with column B (Appendix). First part is achieved 20% and the second
part is achieved 40% by the students. Third part is successfully achieved by 100% by the
students (Figure 14)

100

90

80

70

60

50
Marks
40

30

20

10

0
Sellect Correct Circle Correct Match Columns

Figure 14 : Marks of Question Type of Activity 2-Intervention II

31
Activity 3

The questions are based on question titles “underling”, “circle”, “fill in the blanks” and re-
write”. Students are familiar with the question word “fill in the blanks” 100% of students
followed the guidelines under this question style.

Question words “underline” and circle are achieved 60% while question word “re-write” is
achieved 40% (Figure 15)

100

90

80

70

60

50
Marks
40

30

20

10

0
Underline Circle Fill in the Blanks Re-Write

Figure 15 : Marks of Question Type of Activity 3-Intervention II

Reasons for the above results

Not paying much attention on the instructions given is a reason for the failures.

32
Activity 4

The question words “underline”, “circle”, and “re-write” are further implemented in this
activity (Appendix). Question word “underline” is successfully achieved by all the students.
Question words “circle” and “re-write” are achieved by the students 80% and 60%
respectively (Figure 16).

100

90

80

70

60

50
Marks
40

30

20

10

0
Underline Circle Re-Write

Figure 16 : Marks of Question Type of Activity 4-Intervention II

Reasons for the above results

When the question word is highlighted the tendency on following the instructions has
increased.

33
Activity 5

Activity is consisted with two listening parts. In the first part a poem is recited by the teacher
and students are asked to mark the given statements right or wrong. In the second part
students are asked to draw pictures after listening to the teacher.

Part one is achieved in 100% by the students A, C, E, F, G, H, and J, students B, D, and I are
achieved in 66%. (Figure 17)

100
90
80
70
60
50
40 Marks
30
20
10
0
a

ath
i
mi
eli

eth
du

ini

du
ni

sh

nk
ra
am
am

ha
vin

sin
iru

as
lm

sa
sa
Da

J-L
Ch

Da
Jay

F-H
Ka

I-A
Di
th
D-

H-
C-
A-

G-
ha
B-

E-T

Figure 17 : Marks of Pupils of Activity 5-Intervention II

34
In the second part four drawings are achieved in 100% by the students. Three drawing is
achieved 80%. Other three drawings achieved 30%. (Figure 18)

100
90
80
70
60
50
40 Marks
30
20
10
0
ath
a
i
mi
eli

eth
du

du
ini

sh
ni

nk
am

ha

ra
am

iru
vin

sin

as
lm

sa
sa
Da

J-L
Ch

F-H

Da

I-A
Jay
Ka

Di
th
D-

H-
C-
A-

G-
B-

ha
E-T

Figure 18 : Marks of Pupils of Activity 5-Intervention II (2nd Part)

Reasons for the above results

The poem is a simple one. But some prepositions such as “between” are not familiar to the
pupils, is a reason for the result in second part.

35
Activity 6

This activity is consisted with different types of questions (Appendix). Part one is achieved
40% by the students. Part two is achieved 100% and part three is achieved 60% (Figure 19)

100

90

80

70

60

50
Marks
40

30

20

10

0
Write No Write "K" Match Column

Figure 19 : Marks of Pupils of Activity 6-Intervention II

Reason for the above results

Question types in part one and three are new to the students.

36
Activity 7

Different question types are further implemented in this activity (Appendix). Part one is
achieved 100% by the students A, B, D, F, G, and H. Students C, E, I, and J achieved 25%.
Part two is successfully done by all the students (Figure 20).

100
90
80
70
60
50
40 Marks
30
20
10
0
a

ath
i
mi
eli

eth
ini
du

du
ni

sh

nk
ra
am

ha
am
vin

sin
ir u

as
lm

sa
sa
Da

J-L
Ch

Da
Jay

F-H

I-A
Ka

Di
th
D-

H-
C-
A-

G-
ha
B-

E-T

Figure 20 : Marks of Pupils of Activity 7-Intervention II

Reasons for the above results

Students are now familiar with the question styles. Students C, E, I, and J are unable to
understand the given statements.

37
Intervention III

Activity 1

Students are asked to give answers after listening to a poem. Students A, D, E, F, G, and H
achieved 80% and students B, C, I and J are achieved 60%. Students are asked to give
answers after listening to a story. This activity is achieved 60% by the students (Figure 21).

100
90
80
70
60
50
40 Marks
30
20
10
0
ath
a
i
mi
eli

eth
u

du
ini

sh
ni

nk
d

am

ra
ha
am
vin

ir u

sin

as
lm

sa
sa
Da

J-L
Ch

Da
F-H

I-A
Jay
Ka

Di
th
D-

H-
C-
A-

G-
B-

ha
E-T

Figure 21 : Marks of Pupils of Activity 1-Intervention III

Reasons for the above results

The poem is familiar to students. Second question type is new for the students.

38
Activity 2

Students are asked to mark a map after listening to the descriptions (Appendix). Student E, F
and G achieved 100%, students A, B, D, and H achieved 60% while C, I, and J achieved 80%
(Figure 22)

100
90
80
70
60
50
40 Marks
30
20
10
0
a

ath
i
mi
eli

eth
du

ini

du
ni

sh

nk
ra
am

ha
am
vin

sin
iru

as
lm

sa
sa
Da

J-L
Ch

Da
Jay

F-H

I-A
Ka

Di
th
D-

H-
C-
A-

G-
ha
B-

E-T

Figure 22 : Marks of Pupils of Activity 2-Intervention III

Reasons for the above results

The activity is not two difficult or too easy.

Post test

A progress by all ten students is seen. At least 25% of progress can be seen in all the students.

So the research is able to achieve its objectives.

39
CONCLUSION

This research was implemented to find out the reasons why students find it difficult to follow
instructions given in English and to help students to follow instructions through listening and
reading activities and also to arouse and interest towards English in students’ mind. The
problem was identified during the teaching-learning process in Grade Six. A sample group
was selected randomly after conducting a pre-test. Then interviews were held with other
English teachers and the parents of the selected students. A questionnaire was also given to
the parents of the target group to find out the family environment. According to the data
collected several activities were implemented. The activities were conducted during the free
periods and 7.00 am to 7.30 am before the school starts. Finally a post test was held to
evaluate the progress of students.

My main objective was to make the students familiar with different types of questions
through exercise. Analyzing the post-test marks I found that students had shown a
considerable progress. I believe my research was a successful one as the students had shown
their progress and their interest towards English had increased. The tendency towards doing
homework too had become high.

When implementing my research I had to come across some obstacles. Finding a time for do
the activities had become a main problem as the school did not promote after school classes. I
had to conduct the interventions during the free periods and half an hour before the school
begins. Planning activities was also a difficult task. I had to consider the level of the students
when preparing the activities. Through this research I was able to cover some question
patterns only. It would be more effective if I were able to do more question titles and
activities. However, as a conclusion I am happy about my research and I think I have
achieved my objectives.

40
SUGGESTIONS AND RECOMONDATIONS

With the knowledge and the experience gathered by me during this research I would like to
make some suggetions for the principal, teachers, parents and students in order to increase
English education.

For the principal followings could be suggested;

 Conducting co-curricular activities like drama competitions, debate competitions, etc.

 For encouraging and giving opportunities for teachers to participate seminars
conducted by the National Institute of Education.
 Admiring teachers and students in the achievements of their teaching- learning
process.

Could be suggested for the teachers;

 Using new methodologies when teaching.

 Implementing activities based teaching.
 Appreciating students performances and maintaining wallpapers, class magazines

For the parents of the students;

 Discussing with the teacher about student’s performance.

 Being aware of the new trends of education.
 Creating the home environment friendly for the education.

And for the students mainly following;

 Attending to school regularly.

 Increasing the reading habit.

41
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