THE EFFECTIVENESS OF ECLECTIC APPROACH IN LEARNING ENGLISH VERBS: A CASE STUDY AT SECONDARY LEVEL IN MULTAN CITY

Abstract

Eclectic approach is the mixture of the positive aspects of different approaches and pedagogies. The purpose of this study is to investigate the effectiveness of the eclectic approach in learning English verbs at the secondary level in Multan city. In this study, an experimental approach was employed to investigate the research question. The specific experimental design utilized was the pre-experimental one group pre-test and post-test design.  The population of this experimental study was all the students (9190) enrolled in government secondary schools (35) in Multan city. In this study Government Islamia High School Haram Gate, Multan was selected through random sampling. The sample of this experimental study was consisted of forty one (41) students studying English in 9th class at Government Islamia High School Haram Gate, Multan. The pre-test and post-test were used to measure the students' knowledge of verb before and after teaching verbs respectively. The pre-test was held and scored prior to the implementation of treatment, while the post-test was administered after a two-week period of training. The researcher used paired sample one-way t-test to find out the difference in achievement score between the pre-test and post-test of experimental group concerning the use of verbs. The significance level for the t-test was 0.05. The data shows that there is a significant effect of eclectic approach in learning English verbs. There are also some issues related with eclectic approach in learning English verbs as the eclectic approach had little to no effect on learners achievement in specific questions i.e. question 12,16,19 and 20. These questions were related to perfect continuous tense and negative sentences of past simple tense. In Perfect continuous tense students were using 3^rd form of verb with ''has been, have been and had been'' as they learned the concept of using 3^rd form with has, have and had in perfect tense. In Past indefinite tense students have used second form of verb with ''did'' instead of first form of verb as they misunderstood that in whole sentences of past indefinite they would use second form of verb. This study's findings demonstrate that the eclectic approach is effective in improving students' knowledge of verbs. Consequently, it is advisable for English teachers to incorporate this strategy into their teaching practices to enhance students' performance in the English subject, specifically in relation to verb comprehension.