EVALUATION OF INSTRUCTIONAL METHODS
USED IN TEACHING OF ENGLISH IN SECONDARY
SCHOOLS OF HARIPUR DISTRICT
Submitted By:
QAZI SAJID RASHID
Roll No. (249)
M.Ed. (Morning)
INSTITUTE OF EDUCATION AND RESEARCH
UNIVERSITY OF PESHAWAR
(2005)
2
EVALUATION OF INSTRUCTIONAL METHODS
USED IN TEACHING OF ENGLISH IN SECONDARY
SCHOOLS OF HARIPUR DISTRICT
Submitted By:
QAZI SAJID RASHID
Roll No. (249)
M.Ed. (Morning)
Submitted to:
Dr. IFFAT ARA HUSSAIN

INSTITUTE OF EDUCATION AND RESEARCH
UNIVERSITY OF PESHAWAR
(2005)
2
Dedication
Dedicated to my
Honorable parents
whose sincere prayers,
and guidance proved a

this study and all the principals, English teachers, colleagues and friends who gave
me their precious time and provided data for this study.
It will be a gross mistake if I did not mention the name of my sincere
friends Asad Ali, Mr. Sher Mohammad and Mr. Rabnawaz who also extended
their help in the completion of this research topic. The researcher is really grateful
to them.
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ABSTRACT
The purpose of this study is to evaluate the methodology of teaching
English in secondary schools at District Haripur and to provide suggestions for its
improvement. The study was conducted in 12 Govt: boys High Schools at Haripur
District, by serving a Questionnaire comprising 30 questions. The questions were
about teacher’s academic and professional qualifications, experience, teaching
methods, number of students in English class, size of class rooms, standard of
English, cooperation by the parents and cooperation by the others teachers. The
questionnaire was served to 40 teachers of the 12 Government Boys High Schools
of Haripur and all the questioners were received back. Data was compiled and
analyzed. All the 12 schools are cognizant of the fact that they prefer to retain
English as a medium of instructions. All the teachers are trained but still all of
them can’t use direct method of Teaching English. The reason is that most of them
haven’t attended any refresher courses. The facility of AV aids and language labs
are not available in the schools. There is also found some dissatisfaction with the
curriculum. On the basis of these findings, recommendations were made.
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TABLE OF CONTENTS
Chapter # Pages
No
ACKNOWLEDGMENT i
ABSTRACT ii
I INTRODUCTION 1-3

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12
13
14
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III
IV
2.11 Factor Influencing the Learning of second Language
2.12 The Role of Style & Strategies in Secondary
Language Learning
2.13 Classroom Procedure for Reading in Large Classes
2.14 Pre-Writing Activities
2.15 Teacher Development
2.16 Teaching of Poetry
2.17 Steps in Teaching Poem
2.18 The Place of Syllabus
2.19 Choosing & Integrated Syllabi
METHOD AND PROCEDURE
3.1 Nature of the Study
3.2 Population
3.3 Sampling
3.4 A Rational for the Questionnaire
3.5 The Construction of Questionnaire
3.6 Administration of the Questionnaire
3.7 Personal Visit
3.8 Analysis of the Data
TABULATION & INTERPRETATION OF DATA
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CHAPTER NO 1
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The study of English Language in the Indo-Pak subcontinent can be traced
back to the arrival of East India Company in this region. However this study
became a part and parcel of educational enterprise only when Britain, after
capturing India, declared English as the language of office and court: English was
included in the formal school curricula and white collar jobs were offered only to
those who knew English.
During the period of British rule, English firmly established itself in the
sub-continent as the language of office, court, administration and as medium of
instruction in the schools and colleges. It also succeeded in deep rooting itself as
the common mode of communication among the different parts of the sub-
continent.
At the time of independence in 1947 English was the office and court
language in Pakistan and it continued to retain its same position due to lack of
common communication link between the two wings of Pakistan with the
exception of some urban areas; Urdu was not followed in the East Pakistan and
Bangali was quite alien in the west Pakistan. Under these situations, the prevailing
position was English was accepted a matter of emergency need and it served as
lingua- Franca between the East and West wings of Pakistan.
In the modern age of science and technology, English has emerged as an
international language. It is the language of science, technology, commerce and
trade and the only most widely used means of international communication link.
At present, it has become so important that no country of world can ignore

 Teachers do not face problems in teaching of English.
1.6 DELIMITATION OF THE STUDY
The study is restricted to the survey of presently used instructional methods
of teaching at the secondary level only in a few number of Govt. High schools and
that too only boys sections. So it will serve only a limited purpose as it is confined
limited to
1) District Haripure only
2) 12 schools out of 60 boy’s Govt. High school.
3) 40 English teachers out of 296.
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CHAPTER NO 2
REVIEW OF RELATED LITERATURE
2.1 WHY SECOND LANGUAGE
According to Abbot and Gerry, teaching of a second language holds an
important position in the educational curricula of each country.
The educationists in all times have advocated the study of more than one
language for multi-purposes.
Every civilized nation of the world has got a first or national language,
which is the expression of the whole range of its social patterns. It is the vehicle of
thought in official, administrative and educational spheres and helps the nation in
carrying out its manifold activities. But some times for the purpose of
communication with other nations of the world and to make access to the
advancement of knowledge in physical and social sciences, need for a foreign
language also arises and this foreign language is incorporated in the educational
curricula of the country as a second language.
Similar is the position of our country where English is taught as second
language for its following importance.
1. English has got a privileged position in Pakistan
2. It is the medium of international communication
3. It has got a great store of knowledge

3. Teaching is an activity, which is designed and performed for multiple
purpose objectives in terms of change in pupil’s behavior” (Mjeeb-ul-
Hassan Siddiqi 1991)
5
The questions arises what is a method and why do we need to know about
the various methods and use them in our class room. According to Dhand (1990);
a method is an over all procedure or process to achieve certain goal. Method is a
general process of creating interaction between the subject matter offered by the
school and the students. We can say that:
i. A method is a planned effort
ii. It has an established sequence
iii. It has an established relationship among different parts.
iv. It is a way of inducing interaction between the subject matter and the
students.
Thus teaching method is a planned approach for communicating knowledge
of something. But there are different teaching methods for teaching different
subjects. The nature of method changes with the nature of message which is to be
conveyed.
As the nature of concepts and messages of a language is different from
physical sciences, different teaching methods will be required/ used for teaching a
language and teaching physical sciences.
Even in case of learning a language, the four main skills i.e. listening,
speaking, reading and writing demand different methods. And a teacher has to be
very careful in selecting appropriate method of teaching language in accordance
with the goals and objectives of the language.
This diversified nature of different language learning skills has given vogue
to various teaching methods that are in practice. A brief view of those methods is
as follow:
2.3 GRAMMAR TRANSLATION METHOD
This is the traditional approach to the teaching of English and in spite of the

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7. Student/ learners progress can easily be assessed by simple questions in
native language.
DISADVANTAGES
1. It is unnatural and does not follow the natural order of language learning
i.e. listening, speaking, reading and writing.
2. The focus on written language tends to forget oral fluency or spontaneity in
spoken language.
3. It is not necessarily true that a foreign language can best be learnt through
translation.
4. It is not suitable for a group of mixed nationality or mother tongues.
5. It aims at teaching language by rules where as language learning is a
matter of practice and not rules.
6. It does not ensure the active participation of learners in that it assigns active
role of speaker to teacher and passive role of listener to learner.
7. It is dull, boring, mechanical, bookish and void of Audio- Visual aids.
2.4 DIRECT METHOD
In the later part of the nineteenth century two factors i.e. general
dissatisfaction with the grammar translation method and the growing interest to
learn the modern languages as spoken languages, contributed greatly to the
formulation of Direct Method.
The basic assumption of direct method is that in learning mother tongue, we
need not the study of books of grammar, composition writing or translation. We
learn all the aspects of language by being in direct contact with the natural
environment where the language is spoken. We hear speaking our elders, peers,
street fellows and others and we imitate them. We repeat the sounds again and
again and in this way attain the mastery of the language.
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Thus direct method aims at teaching English as if it is the mother tongue of
the learner. It is the method of teaching English directly by establishing direct

2. It is very expensive and poor countries can not afford to fulfill its
requirements.
3. It is time consuming but teachers have very limited time on their disposal.
4. Presently used text-books in Govt. schools do not suit this method.
5. Existing evaluation system does not provide for this method.
6. It is not possible to explain each and every word by establishing bond
between word and object, action, thought or idea.
7. Some times the dignity of teacher does not allow him to perform certain
acts before the class.
2.5. THE AUDIO LINGUAL METHOD
Audio Lingual means listening-speaking. This method is firmly grounded
on linguistic and psychological theory, especially the behaviourstic theory of
learning through conditioning and habit formation. In its background is the World
War-II and the entry of the United States into the War, Language training courses
in a variety of foreign languages were developed for personnel of the U.S. Army.
The purpose was to make them conversationally proficient in a foreign language to
operate in that foreign country. The method used for these two year training
courses, through techniques of oral imitation and oral structure drilling, proved
quite successful. It then become the base for the Auido-Lingual Method (ALM).
In the ALM, learners first listen, then speak, read and finally write the
language. New material is presented in dialogue form, followed by a series of
pattern drills based on the model dialogue. These structural patterns are taught
through repetitive drills. Little or no grammatical explanations are given. It is
presented in the form of model patterns or dialogues, the drilling techniques
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follow the stimulus response reinforcement scheme. Learners are rewarded when
they respond correctly. Errors are prevented to avoid negative reinforcement.
Teaching is graded through simple repetition to complex drills. Trough repetition,
learners are expected to develop and form correct language habits leading to
effortless and fluent production of the language.

activity. This controlled practice is provided in meaningful situation based
activities. The idea behind it is that there is a close relationship between the
structure of language and the context and situation in which language is used.
Thus language becomes meaningful when used in a real situation.
2.7 FACTORS INFLUENCING THE TEACHING OF SECOND
LANGUAGE
Improvement in the teaching of the modern language can come to the
schools and colleges only through the simultaneous improvement of a number of
factors which concern the organization of classes, curriculum material and teacher
training, and through the co-operation of administration, psychologists and
teachers, and public, American and Canadian Committee: summary of Reports.
These factors may be examined under the following headings:
a. The pupils undergoing instruction
b. The instructor
c. The school External factor
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2.8 THE PUPIL FACTOR
Size of class
The number of pupils undergoing instruction is a vital consideration for
productive speech but not for the receptive side. Because it is a difficult tasks for
teachers to teach effectively to large number of students.
The mental and cultural standards of the pupils must be taken into account
for every phase of long-range training involving aims, subject matter and methods.
COMPOSITION OF CLASS
In school teaching, harmonious progress depends greatly on the
composition of the class. While this factor is applicable to every subject, it is
particularly decisive in foreign-language teaching where speech is a major aim.
Language classes and usually composed of pupils belonging to the following main
categories of types.
a) Those with a natural aptitude for language, who master the second language

In view of the nature and range of the subject, it should be obvious that no
generalized discussion of the qualifications of the foreign language teacher is
profitable. The type of instructor, for instance, who is suitable for the practical
training, is not necessarily capable of dealing successfully with the theoretical side
of language; conversely, the teacher with high academic qualification may prove
an utter failure with beginners of any age. It would be well, then, to approach the
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