IMPLEMENTATION OF SPEAKING TASKS IN ENGLISH LANGUAGE TEACHING CLASS ROOM GURAGAE ZONE, ETHIOPIA

Abstract

Speaking is one of the skills that have to be mastered by students in learning English. Speaking is an essential tool for communicating. In the classroom, improving the speaking abilities of students has always been a concern. The objective of this study was to investigated EFL teachers‟ practices and implementations of speaking sk activities in the English Language Teaching Classroom at Gunchire and Terhogn secondary school of Gurage Zone Grade Eleven in focus. To this end, descriptive method was employed by using both quantitative and qualitative. To meet the objective of the research selected 104 students from both school and 3 English teachers of the target school. The students were selected using simple random sampling techniques and the data were gathered throughclassroom observation, questionnaires and interview. The classroom observation were used to seen the teachers implementation of speaking activities in classroom. The interview and the questioners supplemented to the data obtained through the classroom observation. Statistical tool such as numbers and percentage were used to analysis the collected data .The result of the study revealed that the EFl teachers did not implemented the English speaking activities which recommended by the syllabus, due to the fact that the EFL teachers in the intended school mostly focus on the grammars, vocabularies and the class were teacher dominated. The majority of students were supposed to listen to their teacher‟s rather than actively involved in various class room speaking activities. The failure of implementation of EFL teacher faced related to students, teachers and classroom setting arrangements. The finding revealed the problems related to students like belief about language learning ,lack of confidence ,luck of participation ,poor speaking ground and use of mother tongue and lack of practice in speaking skill in and out of the classroom .The finding also indicate the existence of problems related teachers ,such as belief about language teaching ,lack of training ,teaching methodology ,inability to provide classroom oral activities and way of error correction.