My Own Science School Tehsil Jand

I selected My Own Science School Tehsil Jand d istrict Attock for my project. The participant
of my project or my research was the students of grade 5th. It was local research that called an
action research. Before starting my research it was necessary for me to know the overall
background of the student. So, for this purpose I made a performa to collect the overall
background information of the students. Firstly school is situated at the corner of village west
side and school Gate East side this school is 10 year old 8 rooms and two offices and one
assembly ground with beautifully greenary.
Socio economic status:
Socio economic status occupation profession I adopt grade 5 in My Own Science School Tehsil
Jand. The number of students of 5th grade with was two different students have different
studies and have separate background.
Every student have different story different kinds of categories people live in this area in which
poor middle and upper status included. As a trainee teacher I observed that every student
represented her family background. Because each have different story I observe that many
complication comes from different status in some society.
Occupation/ profession and earning trends.
That was rural area most people are attached with agriculture where 25% parents of the
students were attached agriculture, 5% in teaching profession and 8% were labour and servants
etc 2% parents were in offices and well educated jobs in army and police departments. few
have their poultry y forms and animal forms each parents have different method of earning
mostly people grow wheat cotton and sugarcane crop children help their parents in work.
Literacy rate
I noted that the literacy rate of the villagers it was not so bad literacy rate of water by 45% but
it was good other than around the villagers Parents meeting was held in school then I observe
the literacy rate of the village almost 20% parents were well educated 5% belong to Average
family and other parents were illiterate most students parents were Matric pass.
Special trait rate of community.
The community where the school is situated. People have good hobbies like greenery,
plantation and playing cricket and football. Students and other villager’s boys participates in
games and then go on high level. Many people migrate to rural to urban areas for children
study. Private school were present in village that provide best education for students.
Developing soft skills.
Inter-Personal Skills.
Improve Urdu Reading Skills by positive Reinforcement at elementary level.
Q1. I am trainee te acher and choose My Own Science School Tehsil Jand. For my research
project. We know that action research is totally based on local level. So my class was grade 5.
 I observed that some students read very well in the class but mostly they remain unable to
proper pronounce the word. Reading is an essential tools for ability in the classroom. I select
specific subtheme reading skill and topic improving reading skill pronunciation ability through
positive reinforcement at elementary level.
Reason of selecting this topic was students were unable to pronounce correct words my purpose
was to enable student to be proficient in Urdu language pronunciation. So, I select that specific
subtheme correct pronunciation by positive reinforcement. My students were often weak in
basic skills mainly one reason of this backward area and uneducated and no awareness
Problems
I noticed that many students were not interested in their reading, and reason that they do not
know how to pronounce correct words. So they were lose their confidence. Pronunciation is
basically known as the production of students pronounce wrong words like that one word is
mozoaat the students pronounce mozat but correct pronunciation is muzowaat.

I noticed that at Elementary School teachers lacked enough knowledge of Urdu pronunciation

that teachers do not read pronunciation courses before training as Urdu teacher. Now we can

use modern techniques to improve Urdu reading by positive reinforcement.

Positive reinforcement.

Positive reinforcement was introduced by B.F. Skinner in relation to the theory of

operant conditioning. It is a form of learning whereby the contingency between a

specific behaviour and a desirable consequence help increase the Urdu reading.

Firstly phonetic symbols should be thought to students and training teacher's I noticed that

wrong pronunciation of words by 5th grade students we can improve the mispronunciation

problems by use of positive reinforcement.

Question 2
The problem was in the class miss pronunciation of Urdu word I notice that it's a big problem
in our school and rural areas schools. Urdu is thought as compulsory subject in school. My
discussion with my school colleagues and supervisor.
My colleagues tell me our students have no guidance about reading and pronunciation so they
have less confidence and weak reading power. Students have no practice in classrooms that
teaches did not use explicit method for teaching pronunciation.
Mispronounce words in the class.
Wrong words 1.cigarette2. biscuit 3.driver 4.cycle 5.late. Correct words 1.cigarette 2.biscuit
3.driver 4.cycle 5.light.
Basic problem was surrounding environment we discussed together to improve pronunciation
by using of different method.
Then I decide solve this problem through positive reinforcement then I encourage my students
to learn correct pronunciation of words.
Techniques used for students pronunciation

Natural and Direct Reinforcement: This type of reinforcement results directly from

the appropriate behaviour. For example, interacting appropriately with peers in group

activities will lead to more invitations to join such activities. The natural reinforcement

for appropriate bids for attention, help, participation, etc. is providing the attention,

help and opportunity to participate. The goal should always be to move the student

to natural and intrinsic reinforcement.

Social Rein forcers: These are rein forcers that are socially mediated by teachers, parents,
other adults and peers which express approval and praise for appropriate behaviour.
Comments (“Good job,” “I can tell you are working really hard,” “You’re nice”), written approval
(“Super”), and expressions of approval (nodding your head, smiling, clapping, a pat on the
back) are all very effective rein forcers.

Question 3
As my research project I read different articles and books on different websites and I find that
data about my topic. Before this many researcher was on pronunciation and find good result.
As we know Punjabi is spoken as mother tongue by waste vast majority in Pakistan Urdu being
a language of media Sciences and Technology its impact great on the native language in our
country because it's common phenomenon of educated people (Riaz, 2015).
As we know that Punjabi speakers in our country differs from standard Urdu pronunciation
the (Riaz, 2015).
Another article researcher said, The problem highlighted in research week, ability to
pronunciation in students. Firstly uninterested activities in learning Urdu and the student
difficulties pronunciation low motivation in learning (IImu, 2015).
Firstly method of research included after identification problems action observed reflected the
result of research (IImu, 2015).
(Enna,2003) stated that games are effective because they provides motivations stress lower and
give them opportunity for interpersonal skills..
Similarly another research another researcher stated that pronunciation is a big key of element
of the learning of oral skills in second language of Urdu. (Version, 2007)
However students often site pronunciation as being very important and priority for them
(Willing, 1988). Another researcher (Biyaam, 1997) stated that there are many abstracts for
teachers to teache Urdu including insufficient Urdu language skills.
Another researches stated that I was curious about why students keep silent in an Urdu class or
when they were faced with foreigners. I tell that they could containing and contributing to Urdu
class with my company I will strong with intention to develop and improve students’ abilities
to read.
Another researcher stated that teachers have suggested ways to apply techniques and learning
pronunciation and reinforcement for this purpose (Barcolona, 2018).
I stated by (Knowrthy, 1990) Urdu teachers shuold firstly realise that do not necessary need to
be expert phenotic.
According to (Harmer, 2005) the first thing teachers need to do this to decide when to include
pronunciation teaching into Urdu lesson as noted by (Harmer 2005)
On the way of signing the stress in new words is to write. These words write on the board and
show students with syllabus is stressed one. The readrers make face stress problems due to
interference of their own language which does not have verbal delivery the way Urdu language
Urdu/ Punjabi speakers to use tones without denoting stressed syllabus which is the prime cause
of confusion.
Pronunciation is the act are manner of pronouncing words. In order words, it can also be said
that it is a way of read a word especially a way that is accepted or generally understood. In the
sense pronunciation entails the production and reception of sounds of reading and the
achievement of the meaning. (Airtel. 2006).
According to Peter and Susan, phonetics is the study of how sounds are produced and how the
position of the mouth can be changed to produce different sounds (1992:239)
Alam( as cited in Mumeneon, 2011) claims that, most of the teachers do not give any effective
tasks for pronunciation practice during the class period. It is quite impossible to one’s
pronunciation, intonation and stressed perfect by theoretical knowledge because the
achievement of a desired standard needs a lot of practice.
Scott and Peter berg (1990) stated die young learners, the 5 to 7 year old assume that the
beginner’s stage they can talk about what they are doing they can plan activities they can argue
for something and tell you why they think what they think. The use logical. They can use their
vivid imagination, they can use a wide range of intonation pattern in their mother tongue. As
stated by Sudiargo et al (2003) that is recommend games for vocabulary learning, the aim has
not been to suggest pleasant ways of passing time. Time pass to quickly most classes teacher's
responsibility entertain thestudents. Games creatic condition is necessary for leading the
players.