اندھا بوڑھا
نعمان نذیر
صبح ہوتے ہی معمول سے کچھ دیر پہلے ہی اس کی آ نکھ کھل گئی ۔ یوں تو وہ آ غاز سے ہی اپنے کام میں مہارت کے ساتھ ساتھ وقت کی پابندی کا بھی قائل تھا۔ شاید ہی ان دس سالوں میں کھبی اس کو افسران بالا کی طرف سے اس بات کا اعتراض کیا گیا ہو کہ وہ وقت پہ دفتر نہیں پہنچا ۔ ان دس سالوں میں اس کے افسر جو متعدد تبدیل ہو چکے تھے۔ کوئی بھی اس کے کام پہ معترض نہ تھا۔۔۔۔۔۔۔
آج اس کی زندگی کا ایک اہم دن تھا۔ اس موقع پہ اس کی بیوی بھی اس کی خوشی میں برابر شریک تھی۔ اسی کی خدمت اور حوصلے سے تو وہ آ ج اس مقام تک پہنچا تھا۔۔۔۔۔۔۔۔
اس خبر کا انتظار اسے گزشتہ دو سال سے تھا ۔ وہ مسلسل اپنی محنت کا پھل پانے کے لئے آ ج تیار تھا ۔ یہ دن تھا اس کی محکمانہ ترقی کا۔۔۔۔۔
اس خبر کی اطلاع تو اسے نیم کلرک نے ایک مہینہ قبل ہی دے تھی۔ جب اس کی ترقی کا پروانہ مرکزی دفتر میں دستخط ہونے کا منتظر تھا۔ ۔۔۔
اس موقعہ کو یاد گار جانتے ہوئے اس نے نیا قیمتی لباس بھی تیار کروایا تھا ۔ گزشتہ اتوار کو وہ اپنی اہلیہ کے ہمراہ شہر کے سب سے بڑے شاپنگ مال میں کپڑے اور جوتے خریدنے گیا ۔ اس کی بیوی نے اپنے خرچ میں سے جمع کی گئی رقم سے مہنگے جوتے خرید کر تحفہ دیا۔ جو اس کی اس کامیابی کو اپنی کامیابی سمجھتی تھی ۔۔۔۔۔
آ خر کار 15 ستمبر کے دن کا سورج طلوع ہوگیا ۔ وہ معمول...
Class Action Research (CAR) was conducted to analyze the increase of interest, creativity and interest, creativity, and learning outcomes of students in the Mattayeom 4 class Phatanakansuksa Foundation School Thailand by implementing the Scientific approach method. During the observation and review with the English teacher Mattayeom 4, the researcher was able to describe the profile of student learning outcomes in grade 1 as a class with great potential but not well-honed. The low interest of students in this learning process can result in a learning process that is not optimal so that the results obtained are not optimal. The results of the implementation of classroom action research in the Mattayeom 4/2 Phatanakansuksa Foundation School's Real Work Lecture program which shows an increase in learning outcomes through a direct learning process applied by teachers/researchers.
This study aimed at investigating the effects of Contextualization and Concept Mapping on Expository Writing skill at Intermediate Level. The study was delimited to Intermediate students of Government Girls Higher Secondary School, City D. G. Khan. Many strategies are used to improve expository writing skills of the students. Contextualization and Concept Mapping are one of them. Contextualization relates new knowledge with students own previous experience. Contextualization helps the learner in understanding target language. Concept Mapping is systematic graphic structure which helps the students in organization of knowledge. It is like preparing an outline for writing. The positive results of previous studies led the researcher to study the effects of Contextualization and Concept Mapping in her own context and situation. The study is significantly important as the findings can be extended to the similar situations by the teachers, learners, educationists, course designers and curriculum developers. The main part of the study was experimental in design where pretest-posttest control group design was applied to show the relationship between dependent and independent variables. One control and two experimental groups were ix randomly selected to conduct the experiment. The attitude towards contextualization and concept mapping was measured through opinionnaire from students. The sample for experiment was taken from Government Girls Higher Secondary School, City D. G. Khan. Total 60 students were taken out of 100 enrolled students to make an average ability group sample and then were divided randomly into three groups, twenty students comprising each. Two groups were experimental and one was control. The opinions of the students were taken to validate the results of experiment conducted. All the tools were developed personally and all the data was also collected in person. Study commenced with the test of proficiency level of students in the subject of English that was measured through Preliminary English Test and then students were randomly divided into three groups. The control group received instruction through traditional lecture method whereas intervention course of contextualization and concept mapping was applied on experimental groups. Data was collected through pretest-posttest, intervention course and opinionnaire and analyzed through applying SPSS 20 tool. T-test, descriptive statistics and post hoc test were employed to extract results. The responses of students were measured through descriptive statistics and percentages. The findings of the study include: contextualization and concept mapping strategies were more effective to improve expository writing skill of the students than traditional method. The findings signify that improvement in students’ writing is because of the treatment through contextualization and concept mapping. The opinions of students also confirmed that they considered contextualization and concept mapping as effective strategies for teaching expository writing. x The study led to the recommendations regarding implementation of Contextualization and concept mapping in different contexts and disciplines to diverse group of students at different grade levels. These strategies can be included in all level of training courses for teachers as well as for researchers. The researchers may expand their researchers with contextualization and concept mapping with different delimitations.