ASSESSING THE PRACTICE AND CHALLENGES OF TEACHING SPEAKING SKILL THROUGH SPEAKING ACTIVITIES: THE CASE OF THREE GRADE 11 SECONDARY SCHOOLS IN HIDABU ABOTE WOREDA, NORTH SHOA ZONE, OROMIA REGION

Abstract

Study was conducted with the purpose of assessing the practice and challenge of teaching speaking skills through speaking activities in three selected secondary schools in Hidabu Abote Woreda. Specifically, the study was intended to assess English teachers’ techniques employ to present speaking skill lessons, identifying speaking activities teachers use to teach speaking skills in classroom and identify the challenges they face while presenting speaking activities during speaking lesson. The participants the study were 150 students selected from grade 11 by using simple random sampling techniques, as calculable quota from each school, in addition,30 English teachers were also selected purposively from three schools with the intent that key information could be obtained from them. Classroom observation methods of data gather employed were classroom observation by adopting checklist, both open and closed-ended questionnaires with a five-point Likert scale were administered to students (closed-ended) and teachers. Moreover, semi-structure interview was also conducted with English teachers of target schools. The method of data analysis used were both qualitative and quantitative using descriptive statistics. Information obtained from Interview, open ended questionnaires and classroom observation was analyzed and interpreted by narrating in words on another hand. Results of Closed-ended questionnaires were analyzed using percentage and frequency. The findings of the study revealed that teachers did not play their roles as per communicative speaking language teaching and their commitments were negligible. This intern made student not to play their roles the study further raveled those English teachers rarely present speaking skill activities, and even when they present, they did not motivate students and did not provide clear instructions. Moreover, the use of mother tongue (L1) by ignoring the target language was limited teachers’ effective practice of teaching speaking activities. In line of these findings, the study recommended that educational experts should create teachers’ awareness of teaching speaking skills through on job training Regional Bureau, is also urged to prepare tanning manuals and distribute for secondary schools of the region.