Abstract:
The main purpose of the study was to assess the implementation of active learning
methods in speaking class. The study was conducted on teachers and grade eleven
students at Assela Preparatory school. The 7 teachers and 154 students participated as
source for the study. The study employed both qualitative and quantitative methods. the
gathering tools: interview, classroom observation and questionnaires. Similarly, the
obtained data were analysized through qualitative and quantitative methods as thematic
and numerical techniques. The finding of the study indicated teachers knew theoretically
the benefits of the implementation of active learning methods in English speaking class.
The students replied that the participation was well preformed in groups and pairs but
the reality of things were not observed in the implementation of active learning methods
in speaking class because of some factors such as poor classroom condition, large class
size, shortage of time and so on. The study findings also approved that the
implementation of active learning methods in speaking class focused on students centered
activities but, the observations showed that the lecture methods, silent note giving, and
reading from the textbooks for students were observed. The students’ participations were
almost none; the classroom condition was poor; the observed classroom, interview and
analysized questionnaire were approved. However, a few students actively participated in
English speaking classrooms. Therefore, to improve the implementation of active
learning methods in speaking classes. It needs to solve the problems such as large class
size, poor classroom conditions and the shortage time. In addition, the students ought to
be actively participated in speaking classes. The teachers have to prepare themselves
before presenting the speaking lesson in order to bring on active learners in speaking
English class. Then, the teachers get suitable condition and learners’ needs which imbed
for active learning approaches.
