A Comparative Study to Analyze the Efficiency of Accelerated Learning to Facilitate the Understanding of English Language at Secondary Level
Abdul Khaliq Shams, Muhammad Arshad and Gulzar Ahmed Vol. IV, No. I (Winter 2019) 249 open system tries to adapt and transform as learn more about learning and personal development. These processes have been made better or improve in quality and have learned from neuroscience, learning styles theories, multiple intelligences, cognitive psychology, constructivism, and many various techniques to learning and human development such as experiential education, holistic education theory and practice, and drama in education approaches. Considering traditional educational policies, outdated syllabus and learning method, there has been no understanding of language at secondary level other than remembering specific paragraphs and pronunciations to go through exams. On the contrary, every advanced subject being taught is in English language and requires strong understanding of language to learn at any level after secondary classes. If the gap of language is bridged through assisted learning then learning will become much easier as large pool of knowledge will be available to anyone who desires to learn in accordance with passion. Learning something new stimulating interest, discussion and torment emotionally. The stimulation with which we start something decline over a short period of time, making the assignment functions at hand shown to be unattainable. The process of learning a new language or a new competence, acquiring new expertise need not be always complicated affair. Appropriate strategy attached to the right behavior can help you overcome barriers with more conveniently. Accelerated learning approaches are obtaining much reputation among students of all age's level. These approaches widely committed to making learning an advantageous process (The Peak Performer Center, 2019) The learning can be classified into four different parameters on the basis of information intake. First category visual learning is the "learning via seeing pictures, images, and spatial understanding" Secondly the aural learning is the "learning through hearing sound and music" Thirdly verbal learning is the "learning through saying, writing and speech" and the last is physical learning that "learning through doing using body and sense of touch" The increase in the ability of mathematical representation of students taught through accelerated learning method with the submission of problems from students accelerated learning method with the submission of problems from teachers and conventional methods. The criteria of gain value for the class using accelerated learning method with the application of problems from students and accelerated learning method with the submission of problems from the teacher included into the middle category, where the gain for the class using the accelerated learning method with the application of problems from students is 0.56 and gain value for the class that used the conventional method is 0.17 which fall into the lower category (Amelia, Susilawati, Saf, Ariany, Supian, Subiyanto, 2018) The accelerated learning approach enables the students to learn better, quick, and concise, was advantaged to adapt and preferred approaches applied in the classroom are presentations and debates using an LCD projector. The learning facilitator or teacher expressed that mapping out the intelligence for each learning approaches permits one to be more aware of the differences among the learners related to their learning styles. If a teaching strategy attributes most of the learners' intelligence, then they learn much more within span of time. So, this is a practical experience that the adoption of accelerated learning facilitates in his pursuit of enhanced effectiveness. Without applying assisted learning approaches, learning facilitators could still be effective as long as they are capable to pick out the attention of the learners through appreciation, amusing, entertaining and enjoyable exciting activities and the use of multimedia. The teacher should be advance to learning from the learners and must retrieve a sense of surprise that could be applied to the learners. Professional commitment becomes more fruitful through accelerated learning because it was more exciting and enjoyable (Ganiron, 2013) According to Emunah, (2013) in the educational process dramatization is a specialized technique that always enabled the students to make and believe in play as a significant learning activity. In this method, students can easily be able to role play certain situations, can act out invented situations, or establish fictitious images related to the purposes of understanding and growth. This method can be shaped by a commitment to three processes (a) action (b) reflection, and (c) transformation. Teachers always engage students towards required curriculum and related skills. This opportunity of process oriented method can be used effectively and efficiently at the Secondary, Undergraduate and postgraduate levels. By using this method, students can be able to become leaders in the association known as drama, which can be non scripted cooperative illustration under the supervision of an experienced mentor. In educational process with the help of drama, teaches can clear its concepts, can raise awareness, can assists students with skill development, can promote collaboration in learning, can build awareness to community and can generate aesthetic skills or knowledge. Discussion is as an action or process to talk about a particular topic in to reach on the decision or to share ideas, a discussion or debate about a specific topic or comprehensive management of a topic in speech or in writing (Ten Have, 2017) In extended role plying method, students can be able to create an act that can be taken place in advance or after a story or any kind of scene. With the help of this strategy, students can be helped to envisage and can be able to theorize the main cause and effect happening after (Mishra, Koehler, 2016) A Comparative Study to Analyze the Efficiency of Accelerated Learning to Facilitate the Understanding of English Language at Secondary Level 250 Global Social Sciences Review (GSSR) According to Yoon (2008) students participate actively in teaching practices conducted through activities. Where a teacher's role is passive guidance? A teacher must be present in the activity area (classroom) having a close eye, but will remain passive and only to guide the students where they feel difficulty. The ways to which teachers guide the student must not be authoritative. They only gave guideline and ask students to perform it according to their convenience. Kirschner, Sweller, Clark, (2016) stated that activity based method is a way of teaching that most of the teacher adopts to improve their teaching. Most of them have a focus on activity based teaching in order to teach through activities because they know that activity based teaching is most effective method. It is an approach in which child is the center of every activity. In this method, child takes part actively and due to active participation, he is active mentally and physically. So, the learning takes place in the result of this approach has long lasting effect on child's learning. A child learns by doing that creates better understanding and is the method from which rote learning method is reduced from teaching and learning process. Due to this method success ratio of student can be improved as students' focus in this method is to clear their concepts and learn things by practicability. It is proved that activity based teaching stimulates all five senses. Finn, (2010) believed that activities based accelerated learning students' take part with having interest and learn willingly. It means a teacher does not impose knowledge on students. They learn with enthusiasm and implement most of the concepts according to their need. So, understanding got through the activity based method by can be understand as any learning that is carried out with the aim in a social circle, involving student physically and mentally by stimulating their senses for creative work, action or expression. Information and communication technology (ICT) has brought revolutionary changes in the teaching learning process. At present several ICT related instructional devices like computers, smartphones, laptops, tablets, LCD, multimedia and projectors are used in classrooms for making more attractive and productive teaching and learning process. ICT effects on delivery of instruction, evaluation and assessment system for the effective teaching learning process (Ahmed, Arshad Tayyab, 2019) Wolfe (2001) find out that music based activities stimulate our intellectual, visible, auditory, imaginary, and motor systems to different degrees as we listen, see, sing, play, accent, rhythm, read, or construct music and that our cognitive level is inspired to search for channels in music. These activities facilitate the learning process. Akbiyik Simsek (2009) portrayed that accelerated learning activities and environments had a significant effect on academic performance. Radler Bocianu (2017) concluded that both the students and learning facilitator enjoyed and felt the strain of an enhanced technological for study and individual profession. According to Schomack (1996) traditional learning tends to be emphasizing one best way, competitive, restrict and hard work while accelerated learning tends to be dynamic, flexible, geodesic, mutual, multi pathed, natural, multi sensory, state of mind and be joyful. Noreen (2018) found in her comparative study that the activities developed an interest of the students and have proved to be of great significance in teaching and learning method. Instructions and education provided via activities are speedy and accelerated. The teaching learning process through activities stimulate a high level interest in the students and also make the concept clear. Shahzadi (2019) in her study