CHAPTER-1

INTRODUCTION

1.1 Statement of the problem

Problems faced by male English teacher at teaching of English in secondary

level in district Dir. Upper’

1.2 Objective of the study

 To identify the problem of English teacher at secondary level

 To know their method of teaching in school .
 To provide guidelines for the solution of problems .

1.3Significance of the study

This study will guide us how to facilitate English teacher to the rural area of
Pakistan particularly in urban area . This study will over all facture of the area and
will also overview the physical facilities available in the area this will brief the
concern authority to take positive steps to solve the problems of the secondary
English teachers. It will also point out the main causes of low standard of English. It
will also be useful for the foreign educationist to take the problems to the
consideration.
It will also be guidelines for the learner of the English language how to avoid
obstacles in English. This study will also motivate the teacher to use every possible
mean to teach the target language by using their potentialities.
1.4 Weaknesses of the research study

The research context as confined to region of Doag dara. It investigates the

problems of male teachers in the targeted area. It is quantitative base study .
the question in the questionnaire are simple direct and asked.
Geographical and historical background of district Dir Upper

Dir Upper is ancient political important and famous districts in Khyber-Pakhtunkhwa

of Pakistan. It the time of independence Dir Upper was a state ruled by Nawab Shah Jehan .it
was merged with Pakistan 1969 and was declared as a district in 1970.

LOCATION

Dir Upper lies to the south of chitral between 35 degree to 22 and 34 degree 22 north
latitude and 71 degree 2.2 and 71.3 East longitude Taking its name from he village of Dir
khas, the headquarter of District Dir Upper.

BOUNDRIES

It is surrounded by Afghanistan and Bajhur agency to the west while in the North it is
separated from chitral by a famous valley Lawari pass in the East it goes parallel to the
district Swat and south it joins Dir Lower at khal.

AREA AND POPULATION

On 13th august 1996 Dir was divided into two districts for administrative convenience
i.e. Dir Upper and Dir lower and is about 3699 square kilometre . Dir Upper has been divided
into three subdivision i.e. Wari, Dir proper and Sheringal and into 31 union counsel.

1.1 HISTORY AND BACKGROUND

Before the emergence of Pakistan Dir was an autonomous state. This area was known by
various names and different periods of history. Like swat and Bajure there is also controversy
on the name of Dir but after the research it is concluded that the name Dir used to change and
different times with the rise and fall of different civilization. Another and the most prominent
view is that the historians of different nations have used the word Dir due to their national
and geographical background.

1.2 PHYSICAL FEATURES AND Topography

the topography of Dir Upper is dominated by high mountains. To the western border from
north to south stretches the mountains ranges of kohihindu raj.

This detaches Dir Upper from chitral and Afghanistan to the East from north to south there is
the mountain range of swat and Dir which surveys as a boundary wall between the two
district and in the north it separated kalam from koehistan. The area of upper swat
nekhbekhel and shamozai are also detaches from Dir by these hills.

The offshoots of these two major mountain range stretches into Dir Upper with small stream
flow to the main river named pan kora .the river panjkora flows from north to south but its
many tributaries flows from north east to southwest and finally fall into panjkora.
Panjkorariver comes from kohehindu raj in the extreme northern kohestan area of Dir Upper.
it runs through the middle of the district and it qualngi Malakand agency. The principle
tributaries

Of panjkora are the streams of Barawal, Gwaldai, Dir proper, Hosherai and Nehag are worth
mentioning.

Climate

The climate of upper dir is very cold in winter and warm in summer .thenorthern
portion of distractive snow fall during winter season. ordinary wind sort occurs during
summer which however do not cause any damage to life and property. The maximum and
minimum temperature in month of January has been recorded is 11.22c and 2.2c and 30.40c
15.67c respectively in summer season.

Language and tradition

The people of Dir Upper speaks poshtouari and gujro. Mostly the people are Muslims
but 2.1% ahmadi and 3% Christians are also living there the people have to follow the old
tradition at childbirth, aqiqa ,circumcision, death, and marriages . men wear simple dress and
women wear simple as well new fashioned ornaments , they eats wheat and maize bread with
milk , utter lassi,onion, pluses and veritable. They live in kasha as well in pakkahhouses .

EDUCATION IN DIR UPPER.

Before the independence of Pakistani was an anonymous state among the other 540
states of united India. Like parts of the continent modern education was not common in
district Dir. In those times the frontier regions were outlying tracts, therefore the education
was restricted here. The local population was hostile to the British scheme of popular
education suspecting them of being deliberating attempt to undermine sacerdotal and destroy
the religious faith of the population .before partition of India Dir had only one kind of school
private madaris. These madaris were mostly run o charity basis ad were established i the
developed areas of the state. I theses madaras the student were that the religious education
and basic skill of reading and writing in Arabic and Persians [Link] , in 1996 Dir
has been divided into two districts due to administrative constraints , Dir Upper and dir
lower. Board of intermediate and secondary education had also started its function at
chakdara in 2003. Public school are also in great number in district .university of Malakand
opened a 2nd campus at Sheringal Dir Upper where there were university buoy colleg
university public school forestry department.

In 2009 campus Malakand university was given a status of full University n the name
of Shaheed Benazeer Butto University Sheringal (SBBU) there is also a research centre
called SHARC (Sheringal High Altitude Research centre ). It is hoped that institution will
bring revolutionary changes in the field of education before 1960 there were not any single
school in the whole state of dir but now one can find a primary school within three kilometres
approximately. The present overview of education has been shown in the following table

Present education information district UPPER DIR

Number of functional government school enrolment and working teacher

Primary Middle High

School Enrol Working School Enrol Working School Enrol Working
teachers teachers teachers
690 87510 2534 65 7434 400 40 12032 402
240 34486 760 25 2544 402 8 1860 45
734 121567 2396 85 10002 755 41 14333 440

Enrolment by class [Link]

Kachi Pakki 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

16333 12298 14567 13516 11578 9788 5896 4557 3888 3145 2770
10896 8256 9167 7676 6143 4609 2188 1536 1260 654 701

26339 19588 23599 20888 17143 14376 8004 6110 5098 3899 3373

Govt schools lacking following basic ficilities

level No water No electricity No literine No boundary wall

Boys Girldschl Boys Girls Boys Girls Boys Girls
schl schl schl schls shls school schls
Primary 312 76 556 134 149 2 212 5
Miuddle 24 34 34 06 09 0 30 2
High 14 12 13 1 4 0 20 0
TOTal 392 122 603 141 152 2 272 7

Classroom requirdrepaire work

Level Total class room Major repaire Minor repaire

Rooms in Rooms in Room in Room in Room in Rooms in
boys girs school boys girls boys girls
school school school school schools
Primary 1338 549 112 47 707 187
Middle 194 67 9 1 108 17
High 256 35 36 7 62 1
TOTal 1857 667 161 55 889 212

Administration setup:

District Dir Upper is a settled area .at the tie of independence it was a state ruled by
Nawab Shah Jehan. It included in Pakistan in 1969and it was declared as a district in [Link]
administrative betterment, on 13th august 1996. It was divided into two districts i.e. Dir Upper
and Dir lower. Dir Upper has been divided into two sub division wari and Dir proper , and 28
union councils.

The importance of English language.

When we ask why English, we are trying to find out aim and objectives of an English, in
our curriculum. Why do we wish to continue with the study of English aims and methods the
following are the possible reasons as suggested by professor Godak.

1. English will be continue to the language of all important trade and industry in the
country for the years to come because it is the language of all competitive
examinations.
2. Knowledge of English is imperative to access modern scientific and technological
awareness. Even universities that have regionalized the medium will think twice
before extending this steps to courses in law medicine , engineering medical or
agriculture even for subject for which medium has been rationalized and student have
supplement their knowledge by reading books and journal in English if their degree
had to have value
3. So long as creative thought in every department of knowledge is not as active in this
country as in the west it would be blow to cut ourselves off from a language which
keeps us in continuous contact with the latest thought in Europe in every field of life
and culture . therefore rejecting the study of English as a second language will
committing intellectual deadness
4. A knowledge of English is necessary because English literature is rich of knowledge
in all aspects of knowledge and we can enrich our literature by translating English
books to our languages
5. There is need of interrupting Pakistani thought and culture aboard. Our diplomats are
learning different language including English abroad .a book written in English
language may win a chance of wide public even today international field have to
study the compulsory as well as the optional courses in English. They have to express
themselves with the elegance and grace in written and spoken English. They inspires
of all the measures being taken now to reforms the reading of English the secondary
language because English is no longer the medium at the high school stage. They only
learn English at school because the student learn at school is what he is taught in
English classroom. We cannot lecture away any longer on the beauties of English nor
poems or plays in the compulsory English class. This may be regarded unfortunate
trend on the part of the English teacher problems of the English teachers in Pakistan
in general and particular in Dir Upper
Keeping in view the importance of English languages the English teacher can play
central role to teach English to students. He has to streamline himself to the target
language so the task of the English teacher not only difficult but also challenging
English teacher in Pakistan and especially in Dir Upper face many problems .at
present he is not doing justice to teach English properly . as a result large number of
students fails in English every year and dropout rate of students are increasing with
each coming year. some of problems faced by teacher in teaching of English are given
below.
An English teacher needs a considerable knowledge
For teaching English as a foreign language the English teacher must be efficient
proficient and well skilled person.
 He must knows the methodology of teaching of English as a foreign language
 He must be knowing the purpose aims objectives of each method he uses in the
class room.
 He must be confident about his teaching because confidence is the first step to
success confidence and language skills are the tools in his hands through which he
handles the situation
 He must be competent to use modern methods of communication for English
teaching. Modern approach for teaching of the target language are fruitful as
compared to the old methods of translation where the chief of concerns of the
teachers was to translate the given lesson or passage for the students. The student
attention was focused upon the translation rather then the director methods of
using vocabulary. The student must be involved in activities because activity
based learning is lasting and effectives for effective teaching learning process and
audio video aids are very much necessary but school lack such facilities of
teaching materials.

TEACHER POOR PROPHENCY LEVEL.

In most of the school Dir Upper the subject are not taught by concerned
teachers due to the lake of proper staff and proficient teachers. In some school English
 are not available and so English is taught by teachers qualified in chemistry, physics
and biology. They don’t know the basic knowledge of English language. They are not
much fluent in listening reading, speaking and writing. They are not able even to
write a single piece of English text without mistake. The are very poor in English
grammar.

John carry said “to perform professional one must be proficient in knowledge
of linguistics and in teaching learning process”. They cannot cope with the situation
and that is why after studying English for 10 years a student is not able to speak four
five sentences in English correctly and without any hesitation. The teacher poor
speaking skills as a big hurdle for promoting English language.

LACK OF SUITABLE LITERATURE ON METHODS OF TEACHING OF

ENGLISH.

An English teacher must know different method of

English teaching and he must be able to switch over from one method to another
according to the needs and demands of the students. He must use internet to reach
modern approaches of teaching but in Pakistan we don’t have such facilities and the
teacher are still trained in old methods. The teacher have shallow knowledge and what
ever he has mind he is not able to deliver it conveniently and with the confidence.

He is not familiar to use oxford advance learner dictionary for correct

pronunciation and has no mechanical aptitude to the native speakers or special
language design programme design. He is always boasting of the faulty knowledge in
has mind about English on the suitable books on the method of teaching English to
gave proper guidance and particular situation are not easily available. There are three
types of book available for the purpose.

1. Books written by the English authors for teaching English to English children.
Such books are not useful for the teaching of English in Pakistan .
2. Book written by English authors for foreigners but English is more than a
foreigners language in Pakistan. A deeper knowledge of English is required of our
children. In our case active commands of English is requirements.
3. Books written by English authors for teaching in English in Pakistan such books
are also not vary useful because those authors are not well acquainted with actual
class situation and the problem of teacher. It is the books on methodology written
 by our native authors who have tackled the numerous problems of teaching
English in our country which could be really services.

LACK OF LIBRARIES.

At school level there is no concept of libraries. In 90 percent schools in Dir

Uppers almost there is no library at all and in 10 percent schools there are libraries but
there is lack of proficiency of the teachers, lack of professional interest and
unqualified level of the teachers, the students have no access to those libraries. The
students motivational level is zero and that is why, the libraries are remained closed
throughout the year and the books of libraries are only the source of food for the
termites. Available book are poor and there is lack of helping materials and reference
books of teaching English methodology, arrange refresher courses after due interval
and hold short training programme at district and provincial level.

STUDENTS WEAK FOUNDATION IN ENGLISH

Most of the students come to schools from home where the parents are not
educated or family members don’t know English. If the parents are educated they are
not able to manage time for their children to teach them English. The students are not
encouraged to speak English at homes or in the schools. The teaching method at
elementary level are defective. The elementary school teachers are not able even to
speak a single sentence of English with the fluency, accuracy, rhythm and intonation.
The students are taught English in Urdu no only at elementary( primary) level but also
at secondary level and so they have weak foundation in English. From each point of
view the teacher are not able to motivate them for learning English language why
because their teachers are not self motivated English is taught only as a subject and
the goals is to pass the examinations only and teachers not inclulate in their mind that
English should be learned as a medium of communication rather than as a subject to
go through the examination process. Strong building cannot be erected upon weak
foundation. English language is a difficult language and it needs serious attention not
only on the part of the teachers as well. The elementary school teacher are not only
weak in written English but also in verbal English. They don’t know how to teach
spelling. The students have weak foundation and to deal such students it becomes a
headache for the teachers. The teacher has to start from basic every year and at the
same time he has to cover his prescribed course in limited time. Sometimes the
teaching period is adversely affected due to unfavourable condition such as closure of
schools due to terrorists activities , natural calamities i.e severe s now fall floods etc.
All such conditions affects the teaching learning process badly because it is a slow
and gradual process but due to limited time the teacher has to go through course
hurriedly by lecture method. As said by professor Wazeem “Do not eat when you are
not hungry and don’t teach when you are not ready”

ENGLISH ID DIFFERRENT FROM PAKISTANI LANGUAGES

An English teacher in the indo pak sub- continent is condemned with peculiar
circumstances which has got to face scarcely in order to do full justice to the difficult
task assigned to him. He has to evolve a method and a procedure to suit his
environment. English is basically different from Pakistani language for more it differs
from French,
German or Russians. The English teacher has to form new habits for this language
teaching which is complicated and difficult. They very form of letters, their writing
from left to right and the construction of sentences are basically different. We come
across numerous children who start English from right to left. Their hands have got to
acquire new adjustment and their organs of speech have to stop the previously formed
habits and suppliant them by fresh ones.

THE TEACHER POOR COMMAND OF ENGLISH

The two vital factors in a seconds language learning are students and teachers.
In Pakistan even at college level a large number of students have to be given
elementary lessons in language. Those students who have a better standard resent it.
The teacher does not bother to classify the aim and objective of teaching English. He
teach English not for the acquisition of languages but it is included in the syllabus.

The teacher have weak base in English due to two reasons.

1. His knowledge of English is not encouraging. He is himself weak not only in

written activities but also in the oral activities and the teachers are not able to
motivate the students for the second language acquisition.
2. What does he know it is of the wrong type. There is no accuracy rhythm and
information what he presents to the learners. For the first requirement for the
 English teacher is through knowledge of the target language and the second
requirement is that to present the structure and material of the language correctly
and affectively. The teacher of English is inactive because the don’t have any
clear cut objective to achieve by teaching and the student to learn it just to pass
examination. Our teachers at schools level neither have enough knowledge of
English nor familiar with the latest and for reaching development in English.
Their knowledge of English is inadequate and their pronunciation is faulty. He
should be proficient in the language. His knowledge of English in methods and
techniques of language teaching should be of a reasonably high standard as Robert
Lado says “ The language teacher must be educated at the the least of the levels of
his peers, he must have a general preparation of a teacher. He must know the
target language will enough to be imitated by his students”

DIFFICULTY IN OVER COMING THE BARRIERS OF THE MOTHER

TONGUE.

Foreign language teaching is not an easy task because the mother tongue
stands as an obstacle in the way of learning. A second language because it is so
firmly seated in the mind of a child. Indeed , the mother tongue is so much a part
of his mental life that he is usually not aware of language as he speaks. Listens or
write he is conscious only of what he has in his mind. He wants to say or know
something and so his mind concentrates on meaning not on words or symbols but
in the case of second language he first attends to the language symbols word
sentences patterns and grammatical forms instead of meaning and that makes all
the different to overcome this difficulty. We require special procedure, technical
method and continuous practice for development of English culture in our
schools.

POOR PROUNCIATION OF THE TEACHERS.

A teachers is model for his pupils and second language is always acquired through imitation
by the students and that is why we cannot reach our goal by teaching English. Following are
some causes of the defective pronunciation in Pakistan.
SUBSITUING SOUNDS FROM MOTHER TONGUE.

Our mother tongue overlap the second language and the sounds of
every language are different so correct English sounds should be learnt
through proactive imitation of the native speakers.

Lack of knowledge of sounds

Effective teaching of pronunciation is impossible without having a

sound knowledge of phonology and phonetics.

Lack of knowledge of Intonation and stress

If the learner is not given a proper practice of intonation and stress in

English language his pronunciation is not likely to effective.

Lack of speaking opportunities.

Pakistani students don’t get enough opportunities to speak

English and this is also a cause for the retardation in pronunciation.

Lack of attention to English pronunciation.

Teachers give more emphasis on spellings and ignore pronunciation .

defective speech organs is also a hindrance in correct pronunciation.

2.22 IRREGULARITY OF ENGLISH LANGUAGE

There is no one to one corresponding between spelling and sound in
English language. Some time the spelling is the same but
pronunciation is different as in great and cheat put and but. At other
time sound is the same but spelling is different as in write and right
deer and dear. The phenomenon of silent letters in words like calm
and palm battles our students as well as teachers who are not used to it
in their mother tongue. English pronunciation is more irregular than
other language in Europe or even in the world there is no
correspondence between sounds and symbols.
2.23 PLACE OF PHONETICS
An analysis of the problems of pronunciation reveals that the main
hurdle in learning correct pronunciation in the correspondence between
sounds and symbols because the English alphabets contain only 26
 letters while the sound to be conveyed by them are 45. In other words
to make up this deficiency efforts have been made to devise a new
system called phonetic symbols to provide each independent sound and
a specific symbol so that the same letter will always represent the same
sound and the same sound always stand for the same letters but the
results is not yet to be fruitful.

2.24 OVER CROWDED CLASSES

For the teaching a sound language a class of about 30 students is
recommended . in most of the schools at Dir Upper the number of
students exceeds than 120. And the teachers are using only lecture
method for teaching language and speaking drill listening activities
reading and writing activities are not possible for the teacher in the
class due to large number of students.
 Lack of aptitude not only the part of the teachers but also the
part of the students.
 Poor communication : The English teachers don’t bother to
speak English in the class room situation.
 In limited time the teachers have to cover a long syllabus and
so their concentrations lays upon to finish the prescribed course
rather than to integrate skill of the target language.
 The teacher are not able to motivate the students for acquiring
the new language because they are deficient in phonology ,
sounds system intonation and rhythm of the language.
 Lack of proper staff: the staff in the said schools in always poor
because of the severe geographical conditions.
 The students are facing adverse condition especially in winter
season.
 Non cooperative attitude of the principals with their staff
members has resulted in forming groups of teachers.
 CHAPTER-3

RESEARCH METHODOLOGY

This is quantitative base research and descriptive in nature. The method applied is
collecting of data through questionnaires in which the teachers were involved to answer a
number of questions. The reliability of the survey results depends upon collected information
based on objectively and subjectively is involved.

3.1 TARGET POPULATION

English teachers of fifteen government schools were from the target population
in order to collect information . this is sample to which I would apply questionnaire
and the result would be generalized on the basis of collected data. From this
population the sample is taken to which I apply my conclusion.

3.2 SAMPLE.
The data was collected from the following English teachers of Fifteen
given schools.
 GHS samkot Dir Upper
 GHS Rehankot Dir Upper
 GHSS Barawal Dir Upper
 GHSS Gandigar Dir Upper
 GHS Miana Doog Dir Upper.
 GHS Badarkani Dir Upper
 GHSS Qulandi Dir Upper
 GHS Sawni Dir Upper
 GSMHS Dir khass Dir Upper.
 University Public School and college Sheringal Dir Upper.
 GHSS Nehag Dir Upper
 GHSS Wari Dir Upper
 GHS Bibyawar Dir Upper.
 GHSS Thall Dir Upper .
 GHSS Kalkot Dir Upper.

3.3 Research instrument

It is descriptive survey type of research in which questionnaires is applied
as unavailable instrument for collection of data from varied and scattered
sources. This questionnaires is then generalized on the basis of collected data.
 Which needs a lot of concentration, patience, skill, handwork, and a good deal
of time on the part of the researcher.
The questionnaires was designed with careful assumptions to collect data
from the teachers in the target area about their as well as professional
qualification and the problems they faced in teaching the subject of English.
The questionnaire has two parts A and B.
PART A.
This is the optional part and is much related to teachers qualification
service experience and general information.
PART B.
This is the consisted of teachers problems, needs of English teachers
availability of physical facilities and equipments in the target area i.e., Dir
Upper. The questions are closed , simple and concise demanding yes, No
response only
3.4 Data collection procedure
The researcher personally visited the mentioned schools and distributed
the questionnaire among the concerned teachers. some teachers complained
and returned back while some teachers took time to return. The teachers
benefited verbally regarding the purpose of research and the points of
questionnaire.
3.5 ORGANIZATION AND ANALYSIS OF DATA.

The raw collected data is arranged in the form of tables. The data is analysed .
Graph are constructed and conclusion are drawn on the basis of response and then
recommendation are made in the light of collected data. The data is tabulated
according to nature of the study.

CHAPTER -04

ANALYSIS OF DATA
This chapter consist of one section. This section deal with finding of the questionnaire .The
qualitative data collected through questionnaire is examined and analysed thoroughly.

4.1 Finding of the questionnaire

This section consists of 11 tables with graphic analysis respectively. The date has
been analysis through simple mathematical procedure.

Table 4.1.1 .showing % English teachers teaching English by their own choice

[Link] Responses Number of Respondents Percentage (%)

1 Yes 20 66.66
2 No 10 33.34
3 No Response 0 0

Fig 4.1.1 English teachers teaching English by their

own choice.
70
60
50
40
30
Series 1
20
10
0
yes No

Discussion
 The table 4.1.1 shows that 33.34 % teachers are enforced by the head of the
institution to teach English either of non-availability of qualified English teachers or staff
deficiency problem. It means that deficient teachers would rather give harm to students
instead of constructed their future.

Table 4.1.2: Showing teachers % present with the teaching of English subject.

[Link] Response Number of Respondents Percentage (%)

1 Yes 18 60
2 No 123 40
3 No Response 0 0

Fig 4.1.2: Showing percentage of teachers

percent with the teaching of English subject.

70

60

50

40

30 Series 1

20

10

0
Yes No

Discussion

The above table and graph show that 40% English teachers are not satisfied with their
teaching due to shallow knowledge of English language. There is no English language
speaking culture in our country and the result is large number of failure at secondary level.

Table 4.1.3: showing teachers % who are using modern methods for teaching English.
[Link] Response Number of Respondents Percentage (%)
1 Yes 6 20
2 No 24 80
3 No Response 0 0

Fig.4.1.3: Showig percentage of teachers who

are using modern methods for teaching
English
90
80
70
60
50
40 Series 1

30
20
10
0
Yes No

Discussion

The table shows that 80% English teachers use absolute and archaic method for
English teaching. The result is that no student is able to speak
English fluently and confidently. The students only depend upon rote memorization to pass
examination only.

Table 4.1.4: showing percent English teacher using direct method for teaching English.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 4 13.34
2 No 26 86.66
3 No Response 0 0
 Fig 4.1.4 showing percent English teacher
using direct method for teaching English.
100
90
80
70
60
50
Series 1
40
30
20
10
0
YES NO

Discussion

The table shows that 86.66 percent of English teachers use translation method for teaching
English instead of direct method which is effective and interesting. The result is low out put
in English subject.

Table 4.1.5: showing percent of English teachers having sufficient books of English aids
at their schools.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 0 0
2 No 30 100
3 No Response 0 0
 Fig 4.1.5:showing percent of English teachers having
sufficient books of English aids at their schools
120

100

80

60
Series 1

40

20

0
YES NO

Discussion

The above table shows that 100% schools in target area are deprived of library facility
and there is no single extra English text book in school to facilitate the work of English
teacher and so he face great difficulty in this regard.

Table 4.1.6: showing percent of English teachers having sufficient teaching aid at their
schools.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 0 0
2 No 30 100
3 No Response 0 0
 Fig 4.1.6 showing percent of English teachers
having sufficient teaching aid at their schools.
120

100

80

60
Series 1
40

20

0
YES NO

Discussion

The table shows that 100% schools in the target area don’t have teaching aids which
make teaching clear, real and interesting for the students and English teacher face difficulty
in this regard also.

Table 4.1.7 showing the percentage of English teachers facing the problem of their
mother tongue as a barrier of teaching of English.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 24 80
2 No 6 40
3 No Response 0 0
 Fig 4.1.7 showing the percentage of English
teachers facing the problem of their mother
tongue as a barrier of teaching of English.
90
80
70
60
50
40 Series 1
30
20
10
0
YES NO

Discussion

From the above data it is clear that the 80% of English teachers in the target area say
that their mother tongue is a barrier in teaching of English because every first language
overlap the second language to be acquired and they talk in mother tongue for the most of
time and they face difficulty to speak English. This is one of the major problem face by
English teacher in the target area.

Table 4.1.8: showing percent of English teachers enjoying the cooperation with the head
of institution in teaching English.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 18 60
2 No 12 40
3 No Response 0 0
 Fig 4.1.8 showing percent of English teachers
enjoying the cooperation with the head of
institution in teaching English.
70

60

50

40

Series 1
30

20

10

0
YES NO

Discussion

From the above data it is clear that the 40% of English teachers don’t get support of
their head of institution when they face any difficulty in teaching. As a result the teacher fight
only in the field of teaching without parents and head of the institution help and the result is
defective and the teacher is in perplexity.

Table 4.1.9: Showing teachers % percent with the teaching of English subject.

[Link] Response Number of Respondents Percentage (%)

1 Yes 18 60
2 No 123 40
3 No Response 0 0
 Fig 4.1.9: Showing percentage of teachers
percent with the teaching of English subject.

70

60

50

40

30 Series 1

20

10

0
Yes No

Discussion

The above table and graph show that 40% English teachers are not satisfied with their
teaching due to shallow knowledge of English language. There is no English language
speaking culture in our country and the result is large number of failure at secondary level.

The table shows that majority of English teachers face severe geographical condition
such is heavy rain and snow fall, water flood long distance coverage and due to the such
condition they are not able to teach English as it demand and the result is discouraging.

Table 4.1.10: showing percent of English teachers favouring activity based learning in
English subject.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 19 63.34
2 No 10 36.66
3 No Response 0 0
 Fig 4.1.10 showing percent of English teachers
favouring activity based learning in English subject.
70

60

50

40

Series 1
30

20

10

0
YES NO

Discussion

From the above table it is clear that almost half of the English teachers don’t not
favour activity based learning for the teaching of English and the rest of don’t resources to
apply this method for teaching English practically

Table 4.1.11: showing percent of English teachers favouring activity based

learning in English subject.

[Link] Responses Number of Respondents Percentage (%)

1 Yes 19 63.34
2 No 10 36.66
3 No Response 0 0
 Fig 4.1.11 showing percent of English teachers
favouring activity based learning in English subject.
70

60

50

40

Series 1
30

20

10

0
YES NO

Discussion

From the above table it is clear that almost half of the English teachers don’t not
favour activity based learning for the teaching of English and the rest of don’t resources to
apply this method for teaching English practically
 CHAPTER-5

CONCLUSION

5.1 Major Finding

 100% schools of the target area don’t have teaching aids and lecture method is
applied for teaching which is dry and absolute method.
 100% schools are deprived of library facility and lack of English books to
facilitate learning students.
 85% English teachers are not able to use direct method for teaching English as
they have received knowledge of English theough translation method which is a
great hindrance in fluent speaking of English.
 80% English teachers don’t use modern methods for teaching of English. They
use translation method for teaching English and a result there is low outcome
and large number of failure in English
 75% English teachers say that their first language is barrier on them and so the
students to acquire second language ie. English

5.2 Miner Finding.

 33.34% teachers in the target are have not accepted willingly to teach English.
They teach English either due to staff deficiency in the school or the head of the
institution compel them to teach English and the result is not effective.
 35% English teachers do not enjoy the cooperation of the head of
institute in teaching learning process
 35% teachers of English do not favour activity based learning while the rest
don’t have facilities to apply this practical method for teaching
 40% English teachers do not have enough knowledge of English language and
literature. They teach English just for their duty sake.
 Due to deficient knowledge 40% of English teachers are not satisfied with their
teaching because they are not qualified in English.
 5.3 Recommendations

As the researchers collected the data through questionnaire other research

instruments such as interview may be adopted in future investigation. Students and
class observation may also be involved to improve further investigation in future. The
emotional and social factors may be taken into investigation and future research
study. It is also recommended that teaching of English is a tough task so well
qualified English teachers must be recruited who are well versed in teaching
methodology with full knowledge of English culture, literature and background.

BIBLIOGRAPHY
1. Ashraf Durrani Dir-O-Bajour Anqilab say pehle and Anqilab ky Ba ad
(Peshawar public art press 1964 p.36)
2. District census report Dir Upper 1998 p.18
3. Functional English for B.A Students Allama Iqbal Open University
Islamabad by shameem abbas.
4. Jamil yousufzai Dir ky Mukhtasar Tarekh ( Lahore Albadar book center
1994)
5. Method of teaching English by Uzma Dayan IER University of Peshawar.
6. Muhammad yousaf khan Dir Upper land and people (M.A thesis Pakistan
study centre postgraduate college Mansehra 1999 p.51)
7. Rehmat Ghulam Pakistan meteorological department Monthly weather
report Dir Upper.
8. Spratt Marry (1994) English for the teachers Cambridge University press.
9. Suliman shahid Gumnam Riasat ( Peshawar darish printing press 2005)
p.25
[Link] Im (2003) Teaching and learning English orient Longman Pvt Ltd
India.

LIST OF DATA COLLECTED SCHOOLS.

1. GHS samkot Dir Upper
2. GHS Rehankot Dir Upper
3. GHSS Barawal Dir Upper
4. GHSS Gandigar Dir Upper
5. GHS Miana Doog Dir Upper.
6. GHS Badarkani Dir Upper
7. GHSS Qulandi Dir Upper
8. GHS Sawni Dir Upper
9. GSMHS Dir khass Dir Upper.
[Link] Public School and college sheringal Dir Upper.
[Link] Nehag Dir Upper
[Link] Wari Dir Upper
[Link] Bibyawar Dir Upper.
[Link] Thall Dir Upper .
 [Link] Kalkot Dir Upper.

QUESTIONNAIRE.
Topic
A STUDY OF THE PROBLEMS FACED BY MALE ENGLISH
TECHERS AT SECONDARY LEVEL IN DISTRICT DIR UPPER.

Note: please provide correct information as asked and tick the appropriate
choice.

PART –A (Optional)

Teacher Name:

School Name:

Academic Qualification:

Professional Qualification:

Teaching Experience:

PART – B

(Related to teacher problems)

1. Have you accepted to teach English by your own Choice ?

Yes ( ) No ( )
2. Do you have satisfactory knowledge of English language ?
Yes ( ) No ( )
3. As an impartial teacher, are you satisfied with your teaching of
English.
Yes ( ) No ( )
4. Do you use modern methods for teaching of English?
Yes ( ) No ( )
5. Do you face the problem of heavy load work at your school?
Yes ( ) No ( )
6. Does your class overcrowded while teaching English?
Yes ( ) No ( )
7. Do you involve students in different lerning activities while
teaching English?
Yes ( ) No ( )
8. Do you give individual attention to each students in your teaching
English?
Yes ( ) No ( )
9. Do you use direct method for teaching English?
Yes ( ) No ( )
[Link] you use additional English books for teahing English apart
from text books?
Yes ( ) No ( )
[Link] you have language laboratory in your schools ?
Yes ( ) No ( )
[Link] you attended refresher courses for teaching English as a
language.
Yes ( ) No ( )
[Link] you got pre-service training how to teach English effectively?
Yes ( ) No ( )
[Link] your teaching suffer due to lack of physical facilities in your
school?
Yes ( ) No ( )
[Link] geographical condition effects your teaching of English
adversely?
Yes ( ) No ( )
[Link] you favour activity based learning in English?
Yes ( ) No ( )
[Link] student’s parents cooperate you in guidance of your students?
Yes ( ) No ( )
[Link] you have sufficient books available in English at your school
library?
Yes ( ) No ( )
19. Are you satisfied with the text books of English prescribed for
secondary school level?
Yes ( ) No ( )
[Link] you have sufficient teaching aids at your school?
Yes ( ) No ( )
[Link] you give time to students to speak English in the class?
Yes ( ) No ( )
[Link] your head of the institution cooperate with you when you
face difficulty in teaching?
Yes ( ) No ( )
[Link] you give students homework in English on daily basis?
Yes ( ) No ( )
[Link] your teaching suffering due to the deficient staff in your school?
Yes ( ) No ( )
[Link] your mother tongue a barrier in teaching of English?
Yes ( ) No ( ).