Developing Student Confidence In Speaking English At Primary Level Bysyeda Kainat and Nadia Thalho

Title:
DEVELOP STUDENT CONFIDENCE IN SPEAKING
ENGLISH AT PRIMARY LEVEL
SUBMITTED BY
SAYEDA KAINAT
SUPERVISION OF
MS. NADIA THALHO
LECTURER
GECE (W) HYDERABAD
COORDINATOR
MS. NADIA THALHO
LECTURER
ACADEMIC YEAR 2020-2021
GOVERNMENT ELEMENTARY COLLEGE OF
EDUCATION (W) HYDERABAD

i
Contents
CERTIFICATE................................................................................................................................................................... iv
Abstract............................................................................................................................................................................v
1. Background of the study:................................................................................................................................. 1
1.1 Objectives of the study.................................................................................................................................... 1
1.2 Statement of the problem:.............................................................................................................................. 2
1.3 Research Question:......................................................................................................................................... 2
1.4 Significance of the study: ................................................................................................................................ 3
1.5Delimitations of the study:............................................................................................................................... 3
2. REVIEW OF THE LITERATURE............................................................................................................................ 3
2.1 Theoretical framework:................................................................................................................................... 3
3. Research Methodology .................................................................................................................................... 4
3.2 Deductive research approach ......................................................................................................................... 5
3.3 Research design of the study.......................................................................................................................... 6
3.4 Data collection................................................................................................................................................. 6
3.5 Interpretation & presentation of data:........................................................................................................... 6
3.6 Instrument/ tool used in research .................................................................................................................. 6
3.7 Target population of the study........................................................................................................................ 7
3.8 Sampling methods........................................................................................................................................... 7
3.9 Sample size:..................................................................................................................................................... 7
4. Actions on collecting and Managing Data analysis of Cycle:........................................................................... 7
Action 1: Reconnaissance...................................................................................................................................... 7
Action2: checklist on classroom (Pre-observation)............................................................................................... 7
Discussion on Prechecklist-................................................................................................................................... 8
Action 3 activityon classroom.............................................................................................................................. 8
Action4: checklist on classroom (Post-observation)............................................................................................. 9
Discussion Post checklist-.................................................................................................................................... 10
5. Conclusion:..................................................................................................................................................... 10
5.1 Recommendations:....................................................................................................................................... 10
References..................................................................................................................................................................... 11
Appendices.................................................................................................................................................................... 14
Consent Letter............................................................................................................................................................... 14
Appendix B.................................................................................................................................................................... 15
CHECKLIST ON LESSON DELIVER &STUDENT (PRE OBSERVATION).............................................................................. 15
Appendix C.................................................................................................................................................................... 16
Action 2: ................................................................................................................................................................... 16
Time Span on Action Research Cycle............................................................................................................................ 17

iv
CERTIFICATE
It is certified that Ms. Syeda Kainat has conducted this Action Research
Project entitled “DEVELOP STUDENT CONFIDENCE IN SPEAKING
ENGLISH AT PRIMARY LEVEL ” during the academic year 2020-2021,
under the supervision of Ms. Nadia, in partial fulfillment for the degree of
B.Ed. (Hons.).
RESEARCH SUPERVISOR PRINCIPAL
Ms. Nadia Thalho
Lecturer
GECE (W) Hyderabad
GECE (W) Hyderabad

v
Abstract
The study aimed to find out the reasons of students shyness and develop the self-confidence
of shy students to speak in classroom. This study also helped the teacher to identify the
strategies which help in developing the self- confidence students and how to deal with shy
students. To accomplish this aim the research adopted the action research approach. The
sample of the study consisted of class teacher and 3 students of Government school
attached with G.E.C.E (W) Hyderabad. The researcher used the qualitative research
methods for this action research study and used 2 instruments to get the objectives of study.
The findings put on the view that after intervention students reduce their shyness and speak
confidently in front of classroom. Findings indicate that shyness is a big problem that
makes learning slow and students feel UN comfortable. So it’s high paramount
responsibility of teachers to know about the shyness of students and other problems of
students before start the planning their teaching strategies because teacher is a good helper
and friend of students. It’s important for a teacher to understand about the different levels
and problems of their students to whom a teacher is going to teach, to make their teaching
effective, easy and fun for their learners.
KEY WORDS: Shyness, self-confidence, action research students, motivation.

DEVELOP STUDENT CONFIDENCE IN SPEAKING ENGLISH AT PRIMARY LEVEL
1
1. Background of the study:
Education is the process of teaching to develop the knowledge’ skill or character of the
student .The primary goal of education is to make a student a life-long learner and
confident speaker in self- confidence of class or a public place. The self-confidence helps to
achieve the primary goal of education which results students learning confidently self-
confidence is key to unlocking your unlimited potential.(Brown) defines self-confidence as;
“Learners” belief that they indeed are fully capable of accomplishing a task is at least
partially a factor in their eventual success in attaining the task” If the teacher promotes self-
confidence in students they will be cage to speak in front of classroom no matter how
difficult or challenging they are. (Brown)argues that no success can be reached if there is
no self-confidence involved in the process’ meaning that there is no possibility to take aside
this factor in the process of any activity consequently’ if the teacher does not facilitate the
development of self-confidence in class’ students will still feel reticence to speak in
classroom. Speaking in front of classroom may make students’ thoughts raise and palms
drip with sweat. It’s something a lot of students dread’ but it’s also something almost
everyone will have to do at some point. Although speaking in front of a group of your peers
is admittedly difficult’ it is not possible preparation practice’ and presentation will help you
achieve your target of staying calm ’cool and collected during your speech. Self-confidence
is the internal feeling that you can do something and do it well. Self- confidence comes
from first-hand knowledge of the task at hand knowing your strengths and weaknesses’
applying your skills to any situation’ self-confidence is an extremely important in almost
every aspect of student’s lives weakness is an emotion that affects how a person feels and
behaves around others Weakness can mean feeling uncomfortable’ self-conscious’ nervous’
bashful’ limed or insecure. Students who feel shy sometimes notice physical sensations like
blushing or feeling speechless’ shaky-or breathless shyness is the opposite of being at case
with yourself around others. When students feel weak- they might hesitate to say or do
something because they are feeling unsecure of themselves and they are not ready to be
noticed.
1.1 Objectivesofthe study
The following are the objectives of my research which I have to try to addressing during
study:

2
 To assess the teachers’ opinion about shyness of students to speak in front of classroom
 To observes and find out the reasons of shy students to speak in front of classroom to
develop the self- confidence of shy students to speak in front of classroom.
1.2 Statement of the problem:
During my teaching practice’ I observed that students are not confident to speak in front of
classroom because of shyness and lacking of such sort of activities in the class .I saw
different types of students in class. I observed the shy students in my teaching practice
.Those students that not speak in front of classroom. During the lesson’ I give chance to
students’ to speak but such students don’t speak in front of classroom. During the teaching
when I checked the copies of examination I shocked because shy students write correctly
and write the proper answer of giving questions. I’m very surprised in checking copies.
Those students write the correct answers they feel shyness in class and don’t speak in front
of classroom that’s means they have knowledge but they hesitate and feel shy in classroom.
I have often observed the reasons shyness of students. To be able to overcome their
shyness’ we need to understand the reasons behind it.
Here are the four main reasons that shyness occurs:
 The first is a need for control.
 The second reason for shyness is a lack of trust.
 The third reason for shyness is fear of judgment.
 The fourth reason for shyness is being critical towards us and others.
So I have an idea in my research that I choose the topic “develop student confidence in
speaking English at primary level”
1.3 ResearchQuestion:
1. What are the factors that promote students’ confidence to speak in English language of
classroom?
2. Is students’ confidence increased as a result of change in teaching approaches?
3. How cans a teacher help students to identify strategies to help them learn most and
develop the confidence?

3
1.4 Significanceofthestudy:
As a perspective teacher’ I am aware that getting students to speak of classroom can be
hugely beneficial. It can bring a healthy competition to learning which can motivate
students to strive harder for results and’ perhaps most importantly of all’ it exposes them to
develop their own reasoning skills. This sort of learning teaches student to think more
deeply because the answer is not supplied the teacher or a text book. This research study
will be beneficial to knows about the reasons no confidence students: shyness just because
of the culture of the society’ lack of confidence’ nature and nurture issues. Now teachers
become able to know genuine reason about the shyness of students. This research will help
teachers to know the different strategies which help to develop the self-confidence of shy
student’s .After this teacher will treat easily shy students to speak in front of classroom.
1.5Delimitationsofthestudy:
This action research was conducted at Government Primary level attached with
Government Elementary Collage of Education (w) Hyderabad with grade 3rd students
because of shortage of time I was only be limited to this research site and is also convent to
me because of my teaching practice school.
Action research can be engaged in by a single teacher’ by a group of colleagues who share
an interest in a common problem’ or by the entire faculty of a school. In schools’ action
research refers to a wide variety of evaluative. Investigative’ and analytical research
methods design to diagnose problems or weaknesses whether organizational’ academic’ or
instructional and help educators develop practical solutions to address them quickly and
efficiently.
2. REVIEW OF THE LITERATURE
2.1 Theoretical framework:
In this action research I will explain what self-confidence is and causes of confidence and
how necessary encouragement and self-confidence are in classroom. The theoretical
framework is centered on teaching approaches and learning styles and importance of
promoting self confidence in order to have more active participation to speak in the front of
classroom. The theoretical framework (define), for my present study I have read many
theories but the most related theory with my work is Multiple intelligence where I followed
the theory of Howard Gardner’s Multiple Intelligence Theory was first published in
Howard Gardner’s book, frames of Mind (1983), he emphasized on individual difference of

4
student/children and described all in 8 stages (Naturalistic, Logical, kinesthetic, Linguistic,
Intrapersonal, visual/spatial, Musical, and Interpersonal). In this theoretical framework this
MI integrated as Howard Gardner initially developed his ideas and theory on multiple
intelligences as a contribution to psychology; However Gardner’s theory was soon
embraced by education, teaching and training communities, for whom the appeal was
immediate and irresistible, a sure sign that Gardner had created a classic reference work
and learning model. Howard Gardner was born in Scranton, Pennsylvania USA in 1943 to
German Jewish immigrant parents, and entered Harvard in 1961, where, after Gardner’s
shift from history into social relations (which included psychology, sociology, and
anthropology) he met his early mentor Erik Erikson. Later Gardner Was also influenced by
psychologists Jean Piaget, Jerome Bruner, and philosopher Nelson Goodman, with whom
Gardner co- founded’ project zero in 1967(focusing on studies of artistic thought and
creativity). Project Zero’s 1970’ s ‘project on Human Potential’, whose heady aim was to
address ‘the state of scientific knowledge concerning human potential and its realization;
seems to have been the platform from which Gardner’s multiple intelligences ideas grew,
and were subsequently published in Gardner’s frames of Mind 1983 book. At the time I
write/revise this summary (2005-2012) Howard Gardner is the ( John H and Elisabeth A)
Hobbs professor of cognition and education at the Harvard Graduate school of Education;
he serves as adjunct professor at Harvard University, Boston University school of
Medicine, and remains senior director of Harvard project zero. Gardner has received
honorary degrees from at least twenty foreign institutions, and has written over twenty
highly regarded books on the human mind, learning and behavior. How ironic then that
Gardner, who has contributed so much to the understanding of people and behavior, was
born (according to his brief autobiographical paper’ One Way to Make social scientist;
2003), cross-eyed, myopic, color-blind and unable to recognize faces. There’s hope for us
all.
3. Research Methodology
Research methodology is the specific procedures or techniques used to identify select,
process and analyze information that allows the reader to critically evaluate a study’s
overall validity and reliability- It explains the research setting. The sample and process of
data collection and data analysis procedure qualitative method study was conducted using
qualitative research methods Creswell (2014) suggests that researchers should choose
methods that help them answer their research questions or support inquiry into their
specific area of interest as justified- in this case qualitative research it involves interactive

5
processes at different phases of the research-
3.1 Research approach
Research approach is a plan and process consisting of the steps of specific assumptions to
detailed method of data collection, analysis and interpretation. It is therefore, based on the
nature of the research problem posed by the analysis. There are two types of research
approaches inductive research approach and deductive research approach. Troche (2006)
refers to two “broad methods of reasoning as the inductive and deductive approaches, he
defines induction as moving from the specific to the general, while deduction begins with
the general and ends with the specific; arguments based on experience or observation are
best expressed inductively.
3.2 Deductive researchapproach
Deductive reasoning works from the more general to the more specific sometimes this is
informally called a “top-down” approach. We might begin with thinking up a theory about
our topic of interest. We then narrow that down into more specific hypotheses that we can
test. We narrow down even further when we collect observations to address the hypotheses.
This ultimately leads us to be able to test the hypotheses with specific data a confirmation
or not of our original theories.

6
3.3 Researchdesignofthe study
3.4 Data collection
I have collected the data form of teacher’s responses and observation checklist on
presentation. In this research, the data being collected is qualitative in nature, researcher
was collected data through qualitative research method and researcher was observed the
students in the classroom before and after applying this research in to collected data. This
study was conducted over a period of Sic weeks.
3.5 Interpretation& presentationof data:
Research analyzed and interpreted the data by using MS Excel 2007 and MS Word 2007 chart and
column chart are used to exhibit and descriptions are also given for the understanding of the
information.
3.6 Instrument/ tool usedin research
This following instrument/ tool was developed and used for this research study: interview
questionnaire the interview questionnaire was used at action two. This tool is divided into two
phases. In first phase collect data from students 3rd grade, four participants are used to collect data,
two Urdu medium students in second phase collected data from teacher
Researchframework:
The followingfigure showsthe overall processforthisstudyisbasedactionresearch.
Process of this action research study
Action1
concert letter
Action2
checklist on
classroom(pre
observation)
Action 3
activity on
classroom
Action4
(post
observation)

7
3.7 Targetpopulationofthestudy
The population of this study consisted of the teachers and students of grade 3rd of GOVT
PRIMARRY SCHOOL attached with GECE (W) HYD. There are total 9 students in class
3rd.
3.8 Samplingmethods
Simple random sampling and Purposive
3.9 Samplesize:
My study is limited to the 3 students of class 3rd and 1 teacher (who are teach in class 3rd)
at GOVT PRIMARRY SCHOOL attached with GECE (W) Hyderabad
4. Actions on collecting and Managing Data analysis of Cycle:
Action1: Reconnaissance
Today I meet and plan my research topic with the Head Mistress of government primary
school attached with G.E.C.E (W) Hyderabad Date: 6-10-2020 to give my research letter
and take permission to conduct a teacher’s interview and observation of grade 3 students
Action2:checklistonclassroom(Pre-observation)
I observe the students during their teacher was teaching them and the aim of reconnaissance
stage is to know the of teachers about the weak students and observed the weak
communication during English classroom. In view of first reconnaissance 28-10-2020 and
pre observation of students I analyzed that some teachers are sure that their students don’t
feel weak and speak confidently in reading of classroom, but the situation is completely
change in classroom.
Plan
Act
Observe
Reflect

8
The objective of students through checklist
DiscussiononPrechecklist-
This checklist is designed on the students’ performance during the classroom here a
student teacher has observed that how much students are taking interest during English
classroom , where the result came in pre check that criteria 1 Yes is categorized 0n (3) ,
students were involved during class. There communication with teacher and their eye
contact and body languages was perfect. Second criteria Some How (2), There communication
of students during class was not more where some point caterer side that students were on
Focusedontopic,involvedduringUse of boardanddevelopingconfidence during reading txt also
hay in vocal sound. No (1) There communication of students during class was not where some
point from checklist Cato Garside that students were not responding Q/A during English class.
Action3 activityon classroom
I plan those type of activities in which students take interest and develop confidence to
speak in front of the classroom I take four actions and conducted the session in class 3rd for
selected students of my action research study. In this session, I conducted an activity. The
activity name is self-introduction, this activity have 3 steps and each step conducted one by
one as (step no 1 on 16-11-2020 9:00 AM to 11:00 AM), (step no 2 on 17-11-2020 9:30
AM to 11:30), (step no 3 19-11-2020 9:00 AM 11:00 AM) this activity are very beneficial
to reduce shyness and develop the confidence to speak in front of classroom. I observe the
students by using post observation checklist same as pre-observation to know that how
much confidence develop the students after conducted activities in classroom.
3 3
2 2
1
2 2
1
0
0.5
1
1.5
2
2.5
3
3.5
Yes Some how No
1. 2. 3. 4. 5. 6. 7. 8.

9
Step 1: student’s short topic presentation one by one front of the classroom.
Step 2: used questions to interview their friends then introduce their friend and finally
create the story to introduce you.
1. His/ hername is ………………..
2. His/ hernickname is……………….
3. She/he are ………… yearsold.
4. He/she livesin…………..
5. His/ herfavorite subject………………….
6. He/ she have …………. Brothersand ……….sisters
step3
Create the story to introduce your self
Action4:checklistonclassroom(Post-observation)
I observe the students during their teacher were taking more interest in teaching as well
participation. I saw those students were shy feel so much excited in giving presentation
during English classroom.
The objective of students through checklist
0
0.5
1
1.5
2
2.5
3
3.5
1. 2. 3. 4. 5. 6. 7. 8.
Yes
Some how
No

10
DiscussionPostchecklist-
This checklist is designed on the students’ performance during the last classroom here a
student teacher has observed that how much students are taking interest during English
classroom and compare that students were performance more than pre-observation , where
the result came in pre check that criteria 1 Yes is categorized 0n (3) , students were
involved during class. There communication with teacher and their eye contact and body
languages was perfect and given best output. Second criteria, Some How (2) Clarity in
vocal voice, Use of board, It’s my success that have achieved objective and give changes
5. Conclusion:
The purpose of this action research was to reduce the shyness and develop the self-
confidence of students to speak in front of classroom. Some students are intelligent and get
good marks in exams but they have a problem that they don’t speak in front of classroom
because of shyness and they also don’t participated in classroom activities and teachers
ignore this type of students. The focus of this study was to motivate the shy students to
speak confidently in classroom, and also aware the teachers to different strategies which
help in developing the confidence of shy students. In this research qualitative approaches
were used and include observation checklist and questionnaire tool. Research arranges the
students and conduct activities. Pre and post observational result were showed the
improving in students; they speak confidently in front of classroom and participated in
classroom activities. And teachers used different strategies in classroom to develop the
confidence of students. This was the achievement of researcher. A present study is the
limitation is that three students of Govt High School, the concept of research was to
develop the self-confidence of shy students to speak in front of classroom. The major
contribution of my study was to observe the content areas of shy students. It is my hope that
future studies will be done looking at all students of different classes and will be lead on
comparison with the present study area. This study is more reflect on students studies
where they emphasized themselves as confident but futuristic will cover the weak (finding)
areas of studies and modify the problems of students.
5.1 Recommendations:
I recommended that teachers should use the different pedagogies and strategies own her
teaching style then shy students will reduce their shyness and improve their self-
confidence.This study should help to students and teachers to identify problem and help
them. In this research prove that if teachers give extra time and extra concentration to
motivate the shy students then they may be a confident student. Here some suggestions are
given below for teachers:
Teacher should bring the shy students to the front.
Teacher should call on students even when they don’t have their hand raised.
Teacher should get your extraverts to help.
Teacher should always remember to involve them.

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Teacher should take a minute to talk them one on one.
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Appendices
Consent Letter

15
Appendix B
CHECKLIST ON LESSON DELIVER & STUDENT (PRE
OBSERVATION)
In pre- observation research observe the students during session in class 3rd, in the
end of session students give reading read I observe the selected students through
pre-observation checklist on student read.
Note: Yes 3, Some How =2 and No =1
S.no Statements Yes Some
How
No
1. Eye contact 3
2. Body Language 3
3. Confidence 2
4. Clarity in vocal voice 2
5. Involvement of class 1
6. Focused on topic 2
7. Use of board 2
8. Response of Question/Answer 1

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Appendix C
Action 2:
part1 dialogues
1. His/ her name is ………………..
2. His/ her nickname is ……………….
3.She/ he is ………… years old.
4. He/she lives in …………..
5. His/ her favorite subject………………….
6. He/ she have …………. Brothers and ……….sisters
step 2
Part 2: create the story to introduce your self

17
Time Span on Action Research Cycle
Action Date Place Tool used Meeting
1 6-10-2020
Pc
School
Attached
with
GECE
W
Hyderabad
Sindh
HM for submit
consentletter
HM
2 28-10-2020 Pre check list Teacherand
students
(Classroom)
3 step no 116-11-2020
step no 2 on 17-11-2020
step no 3 19-11-2020
Activities Classroom
4 -9-2020 PostChecklist Classroom

Developing Student Confidence In Speaking English At Primary Level Bysyeda Kainat and Nadia Thalho

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Developing Student Confidence In Speaking English At Primary Level Bysyeda Kainat and Nadia Thalho