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English in Globalization

In: English and Literature

Submitted By shihabvai
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Case study Bangladesh University of Professionals Department of Law Faculty of Security & Strategic Studies (FSSS) Submitted to: Khandakar Montasir Hassan Adjunct Faculty

Submitted by: Group: 3 Mahafuz Alam(19) Kaniz Fatema(25) Sultan Mahamud Swapan(27) Zeba Fariha(28) Farzana Yasmin Subarna(30) Section: A Email: zebafariha76@gmail.com

------------------------------------------------- Submission deadline: 27th March 2016

Causes of Failure in English at HSC Level
Chapter-1
Introduction: HSC level can be considered the most important period of student life. After observing the result of the students of HSC level, it appears that, most of the students who fails, fails in English. There is another problem that, the students of rural areas are having more difficulties than the students of city areas. The most sorrowful matter is that the number of failure in English is increasing day by day. The aim of this research is to identify the problems and solutions to the failure in English. After the completion of this study mentioned recommendations may help to decrease the rate of failure in English at HSC level.
Statement of the Problem: Every year the highest number of failure is in English at the HSC level. This number is increasing day by day.
Objective of the Study: * To identify the causes of failure in English at HSC level * To recommend solutions to solve the problems * To identify the differences of the English Education achievement between rural and urban area of Bangladesh * To find out the teachers demand to the government for improving the students English achievement at the higher secondary level

Research Question: Students find the grammar part and comprehension part very difficult due to some reasons, specially the comprehension part. In a comprehension, the students have to go through the whole paragraph n remember certain part to answer the question. It’s become very difficult for the students to remember the lines from the comprehension. So, they waste most of their time in reading the comprehension and answer the related questions. Again some of the students find the grammar part very difficult. As, they have to memorise the rules of various grammar items, it becomes very difficult for them to answer them. Again, the time limit is another big problem. The students have to complete their 1st paper in the 1st year and 2nd paper in the 2nd year. So, they don’t get a proper time to complete the course and have to appear at the examination. As a result, they just can’t passed the examination. The students can’t even get the moral support from their teachers. Instead of helping them, they keep shouting about their faults n flaws. Again, there are some teachers who prefer memorizing to creativity. For this, the students have to go through a problem. Then there are some differences between the education system of urban area and rural area. Most of the time, it is evident that the rural people fail in English vastly. It’s because they don’t have qualified teachers. So, basically these are the main problems of failure in English at the HSC level.
Limitations: While doing this research the populations were limited. Only 20 students and 10 teachers were interviewed. This population is not sufficient for analyzing perfect data. Prior to that, the time of investigation was limited. This study is needs a huge research and observation. As there were limitations the result analyzed in this study, may not be cent percent correct.
Justification of the Study: This research is about finding the causes of failure in English at HSC level. After completing this research, the causes will be determined. After knowing the causes effective recommendations will be suggested. These recommendations may improve the condition of present situation, where students are failing in English in a high rate.
Conclusion: Now it is time to think deeply about this problem. For this we have to design our syllabus suitably. We have to introduce an appropriate method of learning English which will help our students feel motivated to learn English and overcome the disgrace of failure in English.

Chapter-2
Literature Review: * Mian Md. NaushaadKabir, M.A. ELT, Doctoral Researcher took 50 secondary schools 100 English teachers as a sample of the study. A questionnaire for the higher secondary school teachers was developed to collect data. To analyze and interpret data, simple percentage was used. Results of the study showed that majority of the respondents approved that teacher of English are not qualified and well trained, teachers of English do not teach English in a proper manner, Audio- Visual aids are not used in English class, and the course is not compatible to the present time.

* Walberg’s (1984) theory of educational productivity requires nine factors to increase the students achievement of cognitive and affective outcomes. These factors are (a) student aptitude variables or prior achievement, (b) Age, (c) Motivation or self-concept as on learning a task; the instructional variables of (d) Quality of instruction (e) Quality of instructional experience (f) Home environment (g) Classroom or school environment ( h) Peer group environment, and (I)Mass media ( especially Television)

* Hassan (2005) conducts a linguistic study on the ‘‘English Language Curriculum at the higher Secondary Level in Bangladesh’’ He discovers 82% of rural and urban secondary school students complain that English is not sufficiently used in the class; with an average 68% of teachers admitting that they do not arrange the practice of the four skills (reading, writing, listening and speaking) of English language in the classroom.

Chapter-3
Methodology:
* 20 HSC l students and 10 teachers were the taken population of this research. * Of that population two separate colleges were chosen. * 10 students were female and other 10 were male students. * Students were taken from Science, arts and commerce background * The method of the research was mainly questioner. Questions were asked to the students by the volunteers. some students were asked through interview also. * The major problems were verified and recommendations were suggested with wise opinion.

Chapter-4
Analysis of Data & Major Findings:
While conducting the research the syllabus of the HSC students was divided into two parts, grammatical and free hand writing. 80% students told that they found the grammatical part most difficult. 15% student said that they face problem in both part. Among the grammatical part 18 students said that appropriate preposition, right form of verbs and transformation are the most difficult part. Their problem in free hand writing was, memorizing, generally teachers do not want to give good marks in creative writing, and they prefer memorizing from renowned books and guides. This cause sufferings and extra pressure to the students. Besides, it was fond that teachers are not attentive to teach the students properly, they just give a overall guideline which is not enough for the students.

Chapter-5
Recommandation:
* Change the system of study * Giving more importance to creative writing * Practicing * Train the students to proper use of the time * Give proper training to the teachers so that they can train the students properly * Students should write only the relevant topic and avoid extra writing * The way of our education system should be changed * The usage of English should be increased

References:
1.Mian Md.Naushaad Kabir,M.A ELT,Doctoral Researcher,Doctoral Research
2.Walberg’s(1984) theory of educational productivity,Article 3.Hassan (2005),Article…...

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