EFFECT OF DIRECT METHOD OF TEACHING ENGLISH ON GRADE V STUDENTS’ READING COMPREHENSION AND WRITING SKILLS

Abstract

Direct method of teaching English emphasizes the natural approach of developing language skills. The objectives of the study were to investigate the effect of direct method of teaching English on grade V students’ reading comprehension and writing skills. The study was quantitative in nature based on positivist philosophical research paradigm. A single subject experimental research with A-B-A-B design was used. All grade V students of district Kasur, enrolled in session 2019-20 were the population of the study. An intact group of 20 students was selected through convenience sampling technique. Two achievement tests were developed for data collection. The tests were validated from experts and piloted for item analysis. Items, not fulfilling the appropriate range for item difficulty and item discrimination, were revised. The experiment continued for 12 weeks. Data was analyzed through different statistical techniques. Mean, standard deviation and paired sample t-test were used to compare the scores of baseline and treatment phases. Findings revealed that there was no significant effect of direct method of teaching English on grade V students’ reading comprehension but affected significantly on writing skills. On the basis of findings, it is recommended to use direct method of teaching English to improve writing skills.