ASSESSING THE IMPLEMENTATION OF ACTIVE LEARNING STRATEGIES WHILE TEACHING SPEAKING SKILLS AT DOSHA AND ODA SECONDARY SCHOOL: GRADE 10 IN FOCUS

Abstract

The purpose of this study was to assess the implementation of active learning strategies while teaching speaking skills at Dosha and Oda secondary school in Asella Town. In order to achieve this purpose, the researcher employed a descriptive case study research design along with quantitative and qualitative research methods. With this respect, teachers and, students were the sources of data for the study. The data gathering instruments were questionnaires, interview and classroom observation. The questionnaires were distributed to 49 students. In addition, an interview was made with 4 English teachers. Furthermore, observation was made in 4 sections of grade ten students. The data obtained through questionnaires and observation were quantitatively analyzed and interpreted whereas the information obtained through interview was qualitatively described to supplement the quantitative data. The results of this study revealed that the extent to which teachers and students implement ALS in English classes was found to be unsatisfactory. Teachers used dominantly the traditional teaching method (the lecture) and students remained passive recipient of knowledge throughout the entire period. Students have hardly spoken, discussed, debated, brainstormed, asked, and played a role in the English classroom settings. Therefore, the use of various ALS was not fully implemented in Dosha and Oda secondary school. Moreover, the study revealed that teachers’ and students’ prefer traditional lecture method. The reason behind were students’ poor background knowledge and lack of interest towards their learning, lack of adequate teaching resources and shortage of time to cover the portion, large class, lack of teachers’ commitment, insufficient training and workshops of teachers on ALS and inaccessibility of facilities were among the main factors that hindered the implementation of active learning strategies in Dosha and Oda secondary school. Finally, based on the major findings it was recommended that teachers should give emphasis to effective ways of implementing active learning strategies in English speaking classes.