Abstract:
This study focused on Assessment of Teachers’ Practice of Active Learning Methods in Teaching Speaking Skill: The Case of three Secondary Schools in Asella Town, Oromia Region, Ethiopia namely Tokuma, Chilalo and Dosha Secondary Schools. In order to achieve the intended objectives of the study, a descriptive research design was used. Quantitative data was gathered using descriptive survey in this study. Since it was manageable to include all the teachers in the three secondary schools, inclusive sampling was used in this study for the teachers. Six classes, two from each, were selected randomly. The assumption behind for using simple random sampling technique is that it gives equal chance for the participant to be included in the sample. Two different sources of data collection instruments were employed: questionnaire, and observation. The questionnaires were first distributed to 20 teachers of the selected schools. The quantitative data that was collected via questionnaire helped the researcher to have adequate information about the active learning techniques emphasized by English teachers in speaking skill classes. The data collected through questionnaire was analyzed quantitatively using percentages and it was found that the lecture method was the most frequently employed method. Pair and group work was also another frequently used teaching techniques. Then, actual classroom observation was made. The observation helped the researcher to gather data about the activities used by teachers to teach speaking skill and to assess the way students participate in speaking skill lessons. The data collected through observation was also analyzed quantitatively using percentages and it was found that the role and commitment of classroom teachers in the implementation of active learning was very poor. This indicates that the teachers do not use any other activities like giving their students directions, going round each group and give guidance, giving students time for reflection, arranging the students for different classroom activities etc to teach speaking skill through active leaning. In addition to this students didn't feel happy and relaxed when their teacher asks them to do activities in pairs, groups or individuals. The result indicates that students are not that much willing for the implementation of active learning
