ASSESSMENT ON THE PRACTICE OF ACTIVE LEARNING METHOD IN

SPEAKING CLASSES:THE CASE OF GRADE 12 STUDENTS AT MORSITO

SECONDARY SCHOOL

MA THESIS

BY

DESTA HANDISO FITEBO

JUNE, 2022

HOSSANA, ETHIOPIA
ASSESSMENT ON THE PRACTICE OF ACTIVE LEARNINGF METHOD INSPEAKING
CLASSES: THE CASE OF GRADE 12 STUDENTS AT MORSITO SECONDARY SCHOOL

BY

DESTA HANDISO FITEBO

ADVISOR: ERMIAS MOLITO (Ph D)

A THESIS SUBMITTED TO THE DEPARTMENT OF ENGLISH LANGUAGE AND

LITERATURE, SCHOOL OF GRADUATE STUDIES, WACHEMO UNIVERSITY IN PARTIAL
FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER ARTS IN
TEACHING ENGLISH AS A FOREIN LANGUAGE (TEFL)

JUNE, 2022

WACHEMO, UNIVERSITY
WACHEMO UNIVERSITY SCHOOL OF GRADUATE STUDIES

ADVISORS’ APPROVAL SHEET

This is to certify that the thesis entitled “Assessment on the practice of Active Learning method in
English speaking Classes: grade 12 students at Morsito Secondary School in Focus‟‟ has been developed
by _Desta Handiso Id. No PG/SH.0268/12, under my supervision. Therefore I recommend that the
student‟s thesis can be submitted as final copy of the thesis and can be used as further reference to
students and other concerned bodies.

Name of Major Advisor______________________ Signature __________Date_______

Name of co-advisor _________________________ Signature __________ Date _____

EXAMINERS ‘APPROVAL SHEET

WACHEMO UNIVERSITY

SCHOOL OF GRADUATE STUDIES

We, the undersigned, members of the Board of Examiners of the final open defence by having read and
evaluated his thesis entitled “Assessment on the practice of active learning method in speaking classes:
the case of grade 12 students at Morsito Secondary School”, and examined the candidate. This is
therefore, to certify that the thesis has been accepted in partial fulfilment of the requirements for the
degree-master of arts in teaching English as a foreign language, (TEFL)

______________________ _________________ _______________

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Final approval and acceptance of the thesis are contingent upon the submission of the final copy of the
thesis to the School of Graduate Studies (SGS) through the Department/School Graduate Committee
(DGC/SGC) of the candidate‟s department.

Stamp of SGS

Date: ____________
Declaration

I hereby declare that this MA thesis is my original work and has not been presented for a degree in any
other university, and all sources of material used for this thesis have been duly acknowledged.

Name: _______________________________________________

Signature: ________________________________________

Date: __________________________________________
 Acknowledgement
First and foremost, I would like to thank the Almighty God for His blessing and guidance
throughout my life.Next, I would like to express my hearty gratitude to my advisor, Dr. Ermias
Molito and co-advisor Tamirat H/Mariam,without their encouragement expertise, wisdom and
continuous encouragement in guiding and mentoring me step by step through the whole research
process; it would have been impossible for me to complete the program.

I would also like to extend my gratitude to the administrative personnel, English language
teachers and grade 12 students of the Morsito Secondary School for their willingness to
participate in this study and their unreserved cooperation during data collection.

Lastly, I wish to express my sincere gratitude and appreciation to my love and my wife
sisterAlmaz Dasselgn , my families and friends whose love and best wishes were a source of
inspiration, encouragement and motivation for me as I was successfully completing this study.

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List of Abbreviations/Acronyms
ALM- Active Learning Method

CLT- Communicative Language Teaching

EFL-English as a Foreign Language

FL- Foreign Language

ELT-English Language Teaching

ESL- English as a Second Language

ICDR - Institute for Curriculum Development and Research

MOE- Ministry of Education

SL-Second Language

SNNPR- South Nation Nationality People Region state

SPSS Statistical package for the social science

TEFL- Teaching English as a Foreign Language

TESO- Teacher Education System Overhaul

TGE-Transitional Government of Ethiopia`

WCU - Wachemo University

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 Table of contents

Contents Page
Acknowledgement ........................................................................................................................... i
List of Abbreviations/Acronyms..................................................................................................... ii
Table of contents ............................................................................................................................ iii
ABSTRACT .................................................................................................................................. vii
CHAPTER ONE: ............................................................................................................................ 1
1. INTRODUCTION ..................................................................................................................... 1
1.1 Background of the study ........................................................................................................... 1
1.2. Statement of the problem ......................................................................................................... 3
1.3. Objective of the Study ............................................................................................................. 5
1.3.1. The General Objective .......................................................................................................... 5
1.3.2. Specific Objectives ............................................................................................................... 5
1.4. Research Questions .................................................................................................................. 5
1.5 .Significance of the Study ......................................................................................................... 6
1.6. Delimitation of the study ......................................................................................................... 6
1.7 Limitation of the Study ............................................................................................................. 6
1.8. Operational Definitions ............................................................................................................ 7
1.9. Organization of the paper......................................................................................................... 7
CHAPTER TWO: ......................................................................................................................... 8
REVIEW OF RELATED LITERATURE ................................................................................. 8
2 .Introduction ................................................................................................................................. 8
2.1. The Notation of Active Learning ............................................................................................. 8
2.2. Teaching Methods .................................................................................................................... 9
2.3. Classification of the Different Teaching Methods ................................................................. 10
2.3.1.Teacher-Centered Teaching Method.................................................................................... 10
2.3.2. Student-centred Teaching Method ...................................................................................... 11
2.4. Importance of Active Learning .............................................................................................. 12
2.5. Research Findings on Active Learning .................................................................................. 13
2.6. Active Learning in Ethiopian Education context ................................................................... 13
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2.7. Teachers and Students Roles in Implementing Active Learning ........................................... 14
2.7.1. Teachers Role...................................................................................................................... 14
2.7.2. Students Role ...................................................................................................................... 14
2.8. Practices of Teachers in Active Learning Method ................................................................. 15
2.9. Active learning in English Language Teaching ..................................................................... 16
2.10. Major Methods of Active Learning in English Classes ....................................................... 16
2.10.1. Brainstorming ................................................................................................................... 16
2.10.2. Pair works ......................................................................................................................... 17
2.10.3. Group work ....................................................................................................................... 17
2.10.4. Role playing ...................................................................................................................... 17
2.10.5. Problem solving ................................................................................................................ 17
2.10.6. Discussions ....................................................................................................................... 17
2.10.7. Storytelling ........................................................................................................................ 18
2.10.8. Question and Answer Methods ......................................................................................... 18
2.10.9. Cooperative Learning........................................................................................................ 18
2.10.10, Peer-Teaching ................................................................................................................... 18
2.10 .11, The project Method .......................................................................................................... 19
2.11.12, Classroom Assessment Technique .................................................................................. 19
2.12. Factors Affecting Implementation of Active Learning Method .......................................... 19
2.12.1. Students‟ attitudes on active learning ............................................................................... 19
2.13.2. Teachers‟ attitudes on active learning............................................................................... 20
2.13.3. Physical environment ........................................................................................................ 20
2.13.4. Class size........................................................................................................................... 20
2.14. Speaking ............................................................................................................................... 21
2.14.1. Definition of Speaking ...................................................................................................... 21
2.14.2. Functions of Speaking....................................................................................................... 22
2.14.3. Teaching Speaking ............................................................................................................ 23
CHAPTER THREE: ................................................................................................................... 24
METHODOLOGY OF THE STUDY ....................................................................................... 24
3. Introduction ............................................................................................................................... 24
3.1 Research Design...................................................................................................................... 24
3.2 Sampling Procedure ................................................................................................................ 24
3.2.1 Setting .................................................................................................................................. 24
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3.2.2 Subjects of the study ............................................................................................................ 25
3.2.3 Sample size and Sampling Techniques ................................................................................ 25
3.3 Data Collection Instruments ................................................................................................... 25
3.3.1 Questionnaire ....................................................................................................................... 25
3.3.2 Interviews ............................................................................................................................. 26
3.3.3. Observation ......................................................................................................................... 26
3.4 Data Collection Procedure ...................................................................................................... 27
3.7. Methods of Data Analysis ...................................................................................................... 27
3.6. Checking the Validity and Reliability of the Instruments ..................................................... 28
3.7 Ethical issues ........................................................................................................................... 29
CHAPTER FOUR ....................................................................................................................... 30
ANALYSIS AND DISCUSSION OF RESULTS ..................................................................... 30
4. Introduction ............................................................................................................................... 30
4. 1. Results and Discussion of the Students‟ Questionnaire ........................................................ 30
4.1.1. Students‟ Responses on regarding the How often do students practiced active learning
method in their English speaking classes...................................................................................... 31
4.1.2. . Students‟ response on How do grade twelve students perceive active learning in the EFL
speaking classroom? ................................................................................................................... 33
4.1.3 Students‟ Response on Factors Affecting the Implementation of ALM in EFL Speaking
class. .............................................................................................................................................. 37
4.2. Responses Obtained from Interview with Teachers .............................................................. 40
4.3. Responses Obtained from Students‟ Interview ...................................................................... 42
4.4. Data assessment on the implementation of ALM from Observation ..................................... 44
CHAPTER FIVE ........................................................................................................................ 45
SUMMARY, CONCLUSIONS ANDRECOMMENDATIONS ............................................. 45
5. Introduction ............................................................................................................................... 45
5.1 Summary ................................................................................................................................. 46
5.2. Conclusion ............................................................................................................................. 46
5.3. Recommendation ................................................................................................................... 47
REFERENCE .............................................................................................................................. 49
APPENDICES

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List of table

Table 1 .students response on the regardinghow often do students practice active learning
method in the EFL speaking class(N=60) .......................................................................... 31

Table 2 students response on the extent to how do grade twelve students perceive active
learning in the EFL speaking classroom( n=60 ) .............................................................. 33

Table .3.students response on factors that affecting the implementation of ALM in EFL
speaking class (n=60) ......................................................................................................... 37

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 ABSTRACT
The major objective this study was to assess the practice of active learning method in speaking
classroom in the case of grade twelve students Morsito Secondary School. A descriptive survey
research design was employed so as to achieve the intended objectives of the study. Five English
language teachers who are currently teaching at grade 12 levels participated in the study. The
instruments used were questioner, interview, and classroom observation. Questionnaires were
mainly prepared to 60 students who had been selected using systematic sampling. Seven students
from the sample representatives were interviewed. Then, the data were analyzed quantitatively
using frequency, percentage and mean value, and qualitatively in words.The findings of the study
disclosed that most of the students had positive attitudes about active learning but their
classroom practices of the active learning was profoundly inadequate/low. Factors for the
failure to apply this method in speaking lesson were related to the students’ background such as
lack of self-confidence, and low level of motivation. The other factors include time constraints,
large class size, seating arrangement and lack of adequate teaching materials. The findings also
suggest that the teachers in the study lack sufficient trainings on how to apply the active learning
method. Therefore, it was recommended that teachers should be provided with adequate pre-and
in-service trainings on how to apply the student-centered approach, and teachers should give
due emphasis to find effective ways of practicing communicative activities in speaking teaching
classrooms and familiarize learners to different active learning methods so as to practice it.

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 CHAPTER ONE:
1. INTRODUCTION
This chapter presents the back ground of the study, statement of the problem, objectives, and research
questions, significance of the study, and scope of the study, Limitation of the Study and operational
definitions of key terms used in the study area also defined in this chapter.

1.1 Background of the study

Education plays an important role in the development of once country. Most people agree that education is
very important in their lives. It is education that enables us to do so this means that education enables us to
lead a better life in this dynamic world. In this respect, education has passed through continuous change,
Aggarwal, (2006).

The method, which is used in teaching English, is very vital in helping the learners become effective
According to the Education and Training Policy of Ethiopia (1994), a great emphasis is given to promote
student-centered approaches of teaching in Ethiopian educational institutions. Particularly, the current
policy emphasized active learning and teaching approach in English language classrooms which demands
teachers to employ communicative language teaching method to put students at the centre of the learning
process. Communicative language teaching (CLT) is a student-centered method to learning, a form or
type of active learning. Thus, the curriculum adopts a communicative view to EFL, highlighting the
importance of meaningful communication for learning English more effectively.

ALM is an effective method of developing student-centered method (SCM) because it gives learners the
opportunity to practice English language appropriately which increases their language achievement
(Harmer, 2006). This means, the role of ALM in teaching speaking skill is important as it allows students
to actively involved in the learning process and internalizes the language. Accordingly, the goal of ALM
is, thus, meant to promote active participation of students in English language learning classrooms
thereby booming learners‟ communicative competence. Likewise, realizing the need to maximize the
learner‟s English language abilities the education and training policy has mandated teaching requirements
for English language classrooms to shift into the more ALM of teaching and emphasize developing
students‟ speaking proficiency.

Speaking is the important skill because it is one of the abilities to carry out conversation or
communication. Speaking is an interactive process of constructing meaning that involves producing,
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 receiving, and processing information (Brown, 1994; Burns & Joyce, 1997). Thus, students should have
the ability to speak English in order that they can communicate with others, and teaching speaking skill is
focused on making student active and creative, so that the great part of time in the process of learning
speaking is dominated by students.

In Ethiopian, English is now a language that students learn in all levels of schools from elementary to
tertiary level. Starting from grade five to tertiary level of the country; it is also a medium of instruction for
other subjects like chemistry, biology and physics. Because of English is very useful, it had been put in the
Ethiopia educational system and it was putting in the education curriculum started from grade one.

(Gholami 2014,) points out, „„Active learning methods promote critical thinking, creative learning, and
corporative learning‟‟. But in the teacher-centred approach students tend to lack these as they pass the
entire period receiving knowledge rather than constructing.

There are surely various factors that affect the practice of ALM in teaching speaking and which makes
students communicative competence achievement unsatisfactory. A traditional limitation to developing
students‟ communicative competence is the inadequate interaction between teachers and students.
Teachers simply spend much time lecturing while students take notes and seldom participate in class
(Tirualem, 2003). In other words, most of teachers still use the traditional methods of teaching English so
that teachers seldom set up interesting activities to encourage their students to have active and effective
English learning.

On the other hand, in most primary schools in Ethiopia large class teaching is still common practice. It is
widely admitted that teaching English to a large class has disadvantages over a small class. So, in most
part of Ethiopia large classes are still reality and pose particular challenges to EFL teachers in developing
active learning methods. This fact suggests a definite necessity to study and explore the existing reality
about how the ALM is being implemented by English teachers in teaching speaking skill. The aim of
English language teaching is to give learners the ability to use English language effectively and correctly
in communication (Davies &Pearse, 2000). However, it seems that language learners are not able to
communicate fluently and accurately because they do not have enough knowledge in this field. As Rivers,
(1981) argues, speaking is used twice as much as reading and writing in our communication.

Developing speaking skills was of vital importance in EFL/ESL programs. ( Nunan 1999) and (Burkart&
Sheppard 2004) argue that success in learning a language is measured in terms of the ability to carry out a
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conversation in the target language. Therefore, speaking is probably a priority for most learners of English
(Florez, 1999). In addition, speaking can support other language skills. For instance, it was proved that
learning speaking can help the development of reading competence (Hilferty, 2005), the development of
writing (Trachsel & Severino, 2004) as well as the development of listening skills. Taking into account the
importance of developing EFL speaking skills, it is vital to determine the speaking skills SL/ FL learners
have to acquire in order to converse with native language speakers.

According to the (Jindathai, 2015), factors that influence learning of speaking problems, for instance, use
of mother tongue outside and inside classroom environment, low status of English in a country, learners‟
negative attitude towards English language, use of mother tongue by teachers to explain difficult concept,
use of teacher-centered methodology, Large class size, lack of adequate teaching aids and passiveness of
learners in classroom. This fact suggests a definite necessity to study and explore the existing reality
about how the ALM is being practiced by English teachers in teaching speaking skill. This research is
different from previous studies in that it focused to explore practice of active learning method and the
coping strategies teachers the use to minimize the challenges. Studying only the challenges is not enough
to improve any problem, study should also be directed to explore the methods teachers use to resolve or
minimize the problems in their own context and improve their teaching practice of active learning
method.

1.2. Statement of the problem

English is taught as a foreign language in schools. All other school subjects are taught in English and
mother tongue. Starting from Grade 1, students study English for 40 minute a day. Even though the goals
of the Ethiopian English language curriculum aim at developing language skills, on the other hand
different studies show that Ethiopian EFL learners come across problems and difficulties in all language
skills. As a foreign language English is taught as a compulsory subject at the secondary school in
Ethiopia. The aim of English teaching and learning process is to enable students to comprehend and
produce the language. Therefore secondary school students are expected to be able to master English.
Active learning method is one of the student centered method introduced in the field of teaching. Many
scholars argue that active learning has greater roles in promoting effective language teaching and
learning. Active learning method is designed to help the students to solve the problems by themselves,
(Tedesco-Schneck, 2013). Inside classroom, speaking is the most often used skill (Brown, 1994). It is
recognized as critical for functioning in an English language context, both by teachers and by students.

3
Hence, the ability of students to communicate naturally in English is one of the long-term goals that
language teachers would like to achieve in class. Indeed, it is a demanding task for language teachers to
provide sufficient inputs for students to be competent speakers of English. Usually, students feel insecure
about their level of English and they face problems communicating as well as expressing themselves in
English language. As a result, they rather remain silent as they are in fear of making mistakes and do not
show active participation in speaking lessons. So, CLT should be adopted by teachers in language
teaching to improve students speaking ability (Harmer, 2006; Jones, 2007).

Different studies were conducted on active learning at various educational levels in the world including
Ethiopia to solve problems in the implementation of active learning in schools and tried to show their
findings. As far as the present researcher is concerned, there have been some local studies on active
learning that had been carried out. For instance, Taye (2008) conducted a research on practices and
perceptions of active learning in Dilla University. He reported that both instructors and students perceived
active learning positively. As he stated the key factors that affect the implementation of active learning
are: instructors and students‟ tendency to favor lecture method, large class size, shortage of time, lack of
resources, and the design of the teaching material.Similarly,( Mebratu 2018) whose title is “Effects of
Teachers Perceptions on the Implementations of Active Learning in EFL Classroom” conducted a study.
He found the absence of regular training negatively affected their perception and the implementation of
active learning. Large classroom size and inadequacy of teachers training also affect the implementation of
active learning.(Arikew 2015) did in the same area. His study found that shortage of textbooks; class size,
time constraints and classroom condition are major problems not to practice active learning.

OliNegasa (2006) studied on the status of active learning approach in the colleges of Oromia region
teacher Education; his study showed that the use of active learning practice in the teacher education varied
from college to college. Yonas (2007) conducted a study on active learning. It was a case study on factors
that affect the implementation of active learning in primary schools of West Harergie. His study found out
that large class size, shortage of instructional materials, lack of skills in selecting varieties of methods and
lack of awareness on active learning are the major factors that affect the implementation of active learning
in primary schools.In the same way, (Girma 2013) and (Ayele 2014) conducted their theses on the same
issue and their findings revealed that active learning failed into practice in schools due to scarcity of time
to cover the portion, students attention on exam oriented topics and lack of adequate materials.

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 Also as the current researcher observed the former studies were delimited only on the problem of
perception and practice of active learning in EFL classes of colleges and universities as well as primary
level. For this reason couldn‟t find enough studies on active learning method in assessment on the
practice of active learning method in EFL speaking classroom in secondary schools. Thus, the researcher
was interested to explore the current practice of active learning method in EFLspeaking classroom.
Hence, the problem presented in this paper was assessing the practice of Active learning method in
teaching speaking skill in EFL classrooms. In addition, the study addressed the possible constraints that
hinder the practice of ALM to the optimal level, and techniques used by teachers to minimize the factors
that impede the practicability of this method.

1.3. Objective of the Study

The following general and specific objectives are set to guide the study.

1.3.1. The General Objective

The general objective of the study was assessing the practice of active learning method in EFL speaking
class.

1.3.2. Specific Objectives

The study specifically aims to attain the following specific objectives:

- To identify how often students practice of active learning method in English speaking classes.
- To assess the perception of students towards active learning in EFL speaking classroom
- To explore the factors that affect the implementation of active learning method in the EFL
speaking classes.

1.4. Research Questions

The following specific research questions were expected to be answered by the study.

1. How often do students practice active learning method in the EFL speaking class?
2. How do grade twelve students perceive active learning in the EFL speaking classroom?
3. What factors affecting the implementation of active learning method in teaching EFL
Speaking class room?

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1.5 .Significance of the Study
This study provides the methodological insights and information to English foreign language teachers who
are responsible to implement the principles of active learning appropriately. Accordingly, it was expected
to supply pedagogical contributions and serves for those who wish to develop curriculum and syllabus to
English language teaching materials either as a reference to incorporate in active learning principles with
the actual class room practices. Besides all the above, it will motivate other researchers to conduct further
studies in the area. It make learners are active participants in the learning of second language the
classroom.

1.6. Delimitation of the study

The delimitation of this study was assessed the practice of active learning method in speaking classroom
with particular grade12 students of Morsito Secondary School. Although there are many language skills
that are taught in EFL classrooms the study only focused on speaking skill. In addition, even if the
concept of active learning method is very broad, the researcher focused on some of the basic
characteristics and its benefits in English language speaking classrooms, and the practice of active
learning method. The study was therefore, confined to assessing the practice of ALM in teaching
speaking skill in EFL classrooms.

1.7 Limitation of the Study

Understanding the practice of ALM in Morsito secondary school of Hadiya zone would be essential. The
researcher believed that teachers can provide relevant and detailed description of experience about the
implementation of ALM in teaching speaking because they had the experience. However, incorporation
of the ideas and thoughts of students about ALM might have been valuable to facilitate the richness and
fullness of the data captured by the study.

Furthermore, as the nature of the study was quantitative and qualitative a small sample is used for
gathering the necessary data, therefore, even if the results from these samples are significant it may not
provide a deep and wide information so that results of the study possibly cannot provide pertinent
information for generalizing but can be applicable in the contexts of the original research place.
Moreover, the classroom observation was used as a supplementary tool in the study and only two
classrooms were observed, thus it may limit the extensiveness and triangulation of the results.

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 1.8. Operational Definitions
1. Active learning: It involves students directly and actively in the learning proces it self.This means
students start psarticipating and doing.

2. Method: It refers to achieve desired educational objectives. They are tools for educating learners.

3. Implementation: It is a term used to mean the way student-cantered approach is practiced while
teachers teach speaking skill in ELT classrooms.

4.Assessment:It involvesystematic approach to collecting information and making inferenceabout the a

bility of a student or the quality or success of a teaching course based on various, sources of evidence.

5. Speaking: It involves students‟ ability to express their ideas, feeling, thought, and needs orally using
English language in speaking teaching classrooms.

1.9. Organization of the paper

This study is organized into five chapters. The first chapter includes background of the study, statement
of the problem, objectives, research questions, significance and delimitation of the study. The second
chapter focuses on review of related literature. The chapter focuses mainly on overview of review of
related literature, the third chapter emphasizes on the methodology and design of the study. Here,
description of the study area, target population, methodology in the study, sampling technique as well as
methods of data collection and data analyze were emphasized. The fourth chapter emphasizes on the data
presentation, analysis and interpretation. The fifth chapter focused on the conclusions and
recommendations of the study.

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 CHAPTER TWO:
REVIEW OF RELATED LITERATURE
2 .Introduction
In this chapter, literature related to active learning will be reviewed. In particular the chapter
discusses definition of active learning, classification of different teaching methods, research findings,
active learning in Ethiopia education context, knowledge and attitude of active learning, practice of active
learning method, teacher education and active learning, active learning in English language teaching,
major types of active learning method, factors affecting implementation of active learning method,
features of active learning, teachers‟ and students perceptions of active learning

2.1. The Notation of Active Learning

Active learning methods is one of the student centered method introduced in the field of teaching. Active
learning is also learning method that focuses on learning by doing more than learning by lecture. Then
active learning method could help learners to practice their own learning process and high order thinking
which are analysis synthesis and evaluation. Different Scholars define active learning. For example,
(Brown 2007) defines active learning as a form of learning in which the learners use opportunities to
decide about aspects of the learning process. He also defines it as a mental activity that refers to the extent
to which the learner is required to use his or her mental capabilities in the process of learning. Still another
definition was found on the Lexicon of Online and Distance Learning which reads, student who are active
learners, process, discover, and apply learned information to new areas and try to solve new problems by
previous information, (Tomei, 2009).

Active learning deals with engaging students in an activity or task that will make the learner think and
analyze the information being taught. It may occur at every stage or level of a lesson, from getting the
students engaged in the topic, through actively and consciously taking part in discovering language and
rules, to free, active production. In addition, Bell and Kahrhoff (2006,) believe that “active learning is a
process wherein students are actively engaged in building understanding of facts, ideas, and skills through
the completion of instructor directed tasks and activities. It is any type of activity that gets students
involved in the learning process.

Active learning “involves students in doing things and thinking about the things they are doing” Bon well
&Eison, (1991) simply stated, as students read, write, discuss, and problem solve, they learn more (Millbr ,
2012). Active learning is often contrasted to the traditional lecture where students passively receive

8
information from the instructor. Active learning included any activity encouraging students to participate
in learning approaches engaging them with course material and enhancing critical thinking as they make
applications beyond the classroom.

Bonwell and Eison (1991) stated “some cognitive researches have shown that a significant number of
individuals have learning styles best served by pedagogical method other than lecturing”. For example,
discussions, questioning method, and short writing activities in class can skill fully engage student‟s
exploration of the subject matter. (Bonwell&Eison, 1991) argued that the constructivist approach places
students at the center of the learning process as teachers help students interact with content and create their
own knowledge. After investigating student perceptions and finding students with different types of
academic motivation responded differently to instructional practices,

The passivity of lecture-based courses can be effectively transformed using active learning methods
focusing on students rather than on teachers as the conveyers of all knowledge. Interactive learning
prepares students better as they are exposed to the thinking approaches of class mates foreshadowing the
interdisciplinary teams of real-world situations (Machemer& Crawford, 2007). Diamond (2008) concluded
active involvement was much more effective than passively listening to lectures and offered several
insightful assessments.

Since faculty attitudes, beliefs, and behaviours fostered student learning when faculty emphasized these
best practices, Umbach and Wawrzynski encouraged faculty to include active learning activities as well as
emphasize higher-order cognitive activities, such as the application of learning or synthesis of ideas, to
help students learn more. Continuing the overwhelming support for the incorporation of active learning
methods in college courses, the literature specifically supports the use of exploratory writing activities to
increase student learning. Additionally, there also is significant support for the use of small-group
discussions to enhance student engagement and learning. The next section of the literature review provides
a focused over view of these ALM.

2.2. Teaching Methods

According to Lue (1998), positivist epistemology knowledge exists separately from the learner. They
explain knowledge as a fixed and belonging to separate areas out there. They believe that knowledge is
outside there, the room for interpretation on the part of the learner because knowledge is seen as being
primarily stable. Here, the learner task is to memorize piece of information that taken from academic
disciplines for repeating them. There is less emphasis on linking pieces of information and making a

9
meaningful and coherent. The teachers‟ task is to repeat or give prescribed pieces of information from the
syllabus or textbook as sufficiently as possible. Thus, pedagogy of rote learning that is <<Chalk and talk
instead of employing two way communications>>.However, a constructivist epistemology assumes
knowledge is produced, constructed and made meaningful through interaction between learners in the
world. The interaction leads to interpretation and understanding rather memorization.

Chickering and Gamson (1987) explain AL as: “Learning is not a spectator sport. Students do not learn
much just by sitting in class listening to teachers memorizing pre-packaged assignments, and spitting out
answer. They must talk about what they are learning, write about it, relate it to past experiences, and apply
it to their daily lives. They must make what they learn part of themselves; Carspecken (1990) also adds that
all observation from constructivist point of view value, belief and idea is what we see is strongly affected
by what we already value and is strongly affected by what we already value and belief. Here, constructivist
assumes that knowledge and meaning are acts of interpretation. Therefore, one can easily infer that the
constructivist perspective emphasized on analysis and interpretation of the available facts in a creative and
analytical than observing for the purpose of memorization.

According to (ICDR, 1999), the learner task is to interact with world around them to think, understand,
interpret, make linkage, draw conclusions and communicate what they are learning than repeating
information accurately.

2.3. Classification of the Different Teaching Methods

According to (ICDR, 1999) the common classification of teaching methods are as follows:

2.3.1.Teacher-Centered Teaching Method

According to (ICDR, 1999; Eggen, 1996) this method gives the priority role and responsibility to the
teacher. The teacher was the centre of classroom activity. It was taught that the teacher holds the
knowledge necessary for learners to be successful. Moreover, Borich (1968) stated teacher-cantered
teaching like:

Teacher-cantered teaching refers to academically focused; teacher directed classrooms using sequenced
and structure materials. It refers to teaching activities where goals are clear to students, time allocate for
instruction is sufficient and continuous, coverage content is extensive, the performance of students is
mentioned and feedback to students is immediate and academically oriented.

10
In addition, the teacher plays a primary role in structuring content, explaining it and using examples to
increase students understanding. In this case the teacher used “Chalk and talk” methods of teaching in
which the teacher is active and the students passive.

Borich (1968) also explained that skills are taught by the teachers‟ telling, describing, demonstrating and
explaining methods, step by step in their attempt to master the method through drills, proactive and
recitation. In this approach, teaching takes pre-dominant role over learning. (Plass, 1998, Lue, 2000)
pupils are assumed to be “empty vessels” that have to be fed by the teacher. Macharia and Waria (1994)
have summarized some essential characteristics of teacher-cantered approach.

 The teacher is more active than pupils.

 The teacher is active in explaining, monitoring and describing.

 The pupils listen passively while the teachers poor knowledge into them.

 The main pupil‟s activity is listening and perhaps copying notes from the chalkboard.

 There is no group work.

Thus, the teacher is taken as a knowledgeable of the subject matter and students‟ experiences have not
been recognized.

2.3.2. Student-centred Teaching Method

Learning is an active process that the learner is an active involvement throughout the activity, with in the
class and outside the classroom. Silber man (1996) states “when learning is active, students perform most
of the activities of the works, use their brains, analyzing ideas, solving problems and applying in their
daily life what they have learned.” ICDR (1999) pointed out that teaching is guided by a learner-centred
perspective that can enhance students motivation to learn and more important to their actual learning.
Here, learning centred instruction is critical to the creation of optimal learning climate at all levels of the
system and for all participants. Also stated in (MOE, 2003) when learning is planned according to the
students needs, it provides opportunity for them to learn mostly in language classes and many activities
should be carried out by the students.

Moreover, (Wright,1987;Brown ,1994) states that learning is the most meaningful when topic are relevant
to the students life, needs, interests and when the students themselves are actively engaged in creating,
understanding and connecting it to knowledge. Thus, students will have higher motivation to learn when
they have a real stake in their own learning. To generalize, in learner centred, teaching the learner has
11
responsibility for their learning, the content is relevant and meaningful, the involvement and participation
of the learner are mandatory and the teacher acts as a facilitator.

2.4. Importance of Active Learning

Using active learning methods can lead to successful learning and teaching; teachers are not sensitive to
student learning or make incorrect assumptions concerning learning strategy use (Arabsolghar& Elkins,
2001; Griffiths 2001). To provide a strategy instruction that is beneficial to students from diverse
backgrounds, teachers should know the use of active learning methods by learners.

Actually, there are many benefits for active learning methods: active learning methods: students are more
likely to access their own prior knowledge, which is a key to learning. They are more likely to find
personally meaningful problem solutions or interpretations and receive more frequent and more immediate
feedback. In addition, the need to produce forces, learners to retrieve information from memory rather than
simply recognizing a correct statement which enables them to increase their self-confidence and self-
reliance. For most learners, it is more motivating to be active than passive. Student conceptions of
knowledge change, which in turn has implications for cognitive development. Besides, Students who work
together on active learning tasks learns to work with other people of different backgrounds and attitudes.

2.4 .1. Theoretical Framework of Active Learning

It is obvious that learning occurs through doing things. This means it involves various things such as
playing, working together, exploring, planning, initiating and communicating. Moreover, AL
encompasses reading, writing, discussing, and listening, analysing, evaluating, thinking critically and so
on. To be clearer, it is essential to know the theoretical framework that ALS is built upon. During the last
century, „information processing’ or „objectivism’ [often called „traditional teacher-centred instruction]
and „constructivism’ [often referred as „student-centred instruction ‟]have been the two principal theories
that have been commonly used to depict teaching and learning process. According to Objectivism,
learning is „„a change in the learners’behaviour or in the learner’s cognitive structure’’. They believe
that effective instructionoccurs as the teacher conveys objective knowledge to the learner (Hendrien,
2014: ; Merriam &Caffarella, 1999).

On the other hand, the foundation of constructivism was cognitive psychology, social psychology,
extensive research in education, and neurological science. In the constructivisttheory, „„learning occurs
when students become engaged in activity that utilizes the contentand skill they are learning’’ (Bell

12
&Kahrhoff, 2006). It is because of the great influence of constructivism that the focus has shifted from
the teacher-centred instruction to the student-centred instruction.

Rusbult (2007) points out that the theory of AL assists students by using what they know to build new
understandings is effective in improving students‟ learning. This idea agrees with constructivists.
Constructivists pay attention on how learners make sense of new information and how they construct
meaning based on what they have already known. According to them, students develop new knowledge
through the process of active construction. They have introduced the view that says knowledge is
something that is constructed by the learners. As a result of this, the idea of active learning has trod on the
constructivists‟ theory and become more acceptable learning approach.

2.5. Research Findings on Active Learning

Research shows that active learning plays a great role in teaching learning activities. Bonwell (1991) their
studies showed that methods promoting active learning are found to be superior in promoting the
development of student‟s skills in thinking and writing in detail ,Moreover, it address different learning
styles requires the use of different learning methods in active learning (Orlich et al, 2001).

The other researcher Silver man (1996) focuses on different styles of learning. He points out that in every
group of thirty students, an average of twenty two are able learn effectively as long as a teacher provides a
blend of visual, auditory and kinesthetic activity through method of active learning. However, eight
students prefer one of the modalities unless special care is taken to present in their preferred mode. Thus,
in order to meet learner‟s needs, teaching has to be multi-sensory and filled with different method of active
learning. Therefore, in the above discussion different research findings show that active learning plays a
great role to increase students‟ language learning achievement.

2.6. Active Learning in Ethiopian Education context

MOE (2003) states that the teacher education system has been continuous changes in the curriculum and
teachers profile because there is the new education reform in Ethiopia. For example, the teacher education
program is guided by the teacher education system overhaul (TESO) document. In this document teacher
education program, passive learning has to be replaced by learner focused education. Moreover, it
advocates a teacher education system develops higher order thinking skills.

Aggrawal (1996) has mentioned that the basic purpose of education is to enable the learners to adapt
him/her in a society, which is full of problems. Not only social life is full of problems but also a puzzling

13
situations, which are normal features of a child‟s everyday life in school as well and very important that
problem solving skills should be encouraged in school learning.

The main theoretical background that led to the growth of active learning as stated by Nunan (1988)
signifies a paradigmatic shift from the transmission model of teaching to a process oriented, participatory
model, seeing learners as active agents in their learning and teachers as researchers of their work. Lue
(2000) explains the education and training policy and the existing curriculum of Ethiopia call for active
learning. Therefore, active learning leads to effective teaching learning to bring the expected behavioral
change. As a result, the instructional approaches like active learning approach, student centered method,
and problem solving, discovery learning and the use of higher order thinking skills have been introduced
(Lue, 1998).Thus, the Ethiopian education policy advocates active learning in real situation that teachers
be able to use a range of teaching methods of active learning and needs to model classroom.

2.7. Teachers and Students Roles in Implementing Active Learning

In teaching learning process both teachers and students play a great role in implementing active learning in
classroom situation.

2.7.1. Teachers Role

In promoting ALM in teaching English language teachers are expected to carry out various roles. Teachers
act as facilitator, motivator, guide and counselor in the teaching learning process. Teachers play a great
role in the implementation of AL as scholars underlined strictly. According to Lue (2000) stated teachers
practices in AL approach is to use classroom methods to encourage students and higher order thinking
skills through analyzing and interpreting their knowledge to be active as possible. Teachers should assess
for how much students understand the lesson and language teaching is “a complex social and cultural
activity” that he or she is expected to understand students with their socio-cultural context. It also stated
that the teacher is ultimately responsible for ensuring that effective learning takes place, Tudor, (1993).in
my point of view, here teachers should offer their students choices in their work in active learning
classroom.

2.7.2. Students Role

In promoting ALM, students need to carry out great roles and responsibilities. According to Silberman
(1996) the role of students that need to be performed in the classroom as follows: Shares his or her
experience choose and make decisions about activities they will engage in, perform activity based
learning, reflect on their learning and use teachers feedback to improve their work.
14
Furthermore, learners are expected to have more active and participatory role than traditional approaches.
Therefore, to be effective language learning the students should perform their roles properly, organize their
potential to contribute and shaping of their learning program meaningful, and willingness to accommodate
their potential in learning the English language.

2.8. Practices of Teachers in Active Learning Method

Eggen, (1996), states that historically our great teachers learned both „HOW and “WHAT to teach from
their own teachers. The critical content of any learning experience is the method or process through which
the learning occurs. What is that students do in the classroom? They sit and listen to the teacher. Mostly
they are required to make observation, formulate definition or perform any intellectual operation that go
beyond repeating what someone else says is true. This is the case in the teacher-centred instructional
approach.

In moving towards constructive approach (active learning) to teaching, Chikering and Gamson, (1997) say
that teachers will need to attend to their own conceptual change at least as much they attend to this process
in their schools. If our schools are to provide experience for students that fire their sprits identify their
nature and capacities as learners and enable them to be independent thinkers, then teachers should support
students. Thus supporting students to be powerful in developing their skills and capacities is the most
important practice of teachers in active learning.

What are essentially involved in active learning are the activities that are used in the process of learning.
Many educators have strictly underlined that teachers play crucial role in the implementation of these
activities. In this connection, Lue, (2000) has stated that teachers practice in active learning is to use
classroom methods that encourage the students to be as active as possible by analyzing and interpreting
knowledge through the use of higher order thinking skills, active learning, problem solving and
communication based methods in their teaching.

In addition, in active learning classroom, the teacher has to structure the classroom so that students and
teachers can share the control of their environment. Students are directly involved in all matters that occur
in the classroom that affect their being there as learners and as people. To sum up, the effective
implementation of active learning is one of the basic criteria to be an effective teacher. If teachers are in a
position to help students to learn, they must be able to select and use teaching methods that produce
learning.

15
2.9. Active learning in English Language Teaching
In the history of English language teaching, different methods of language teaching have been
observed. These methods vary from Grammar Translation Method which focuses on lesson organized
around grammar points (Richard and Rodgers 1986) to CLT method which pays systematic attention
to functional as well as structural aspects of language.

In general, according to Brown (1994) communicative language teaching is teaching second language for
the ultimate goal of communication with other speakers of second language. In this method, the learners
have active role in the teaching learning process. Richards and Rodgers (1986) show this point as follows:

“ The role of the learner as negotiator between the self, the

learning process, and the object of learning emerges from

and interacts with the role of joint negotiator with in the

Group and within the classroom procedure and activities

Which the group undertakes. The implication of CLT for the

learner is that he should contribute as much as he gains and

Thereby learn in interdependent way. “

CLT, therefore, advocates active learning or student- centred learning. Finally, as can be seen from the
discussion above, CLT and active learning have commonalities with respect to the role the teacher
and the students play in the classroom. Therefore, it can be said that the underlying methodological
assumption of CLT goes in line with the active learning method.

2.10. Major Methods of Active Learning in English Classes

In teaching learning process, teachers use different active learning methods. Today, an expert in education
highly supports the need to actively participate the learner in their learning. Thus, there are major methods
of active learning to implement in English classrooms that makes learning effective. Some of it will be
discussed below.

2.10.1. Brainstorming
Brainstorming method helps to generate different ideas bearing upon particular topic. Here, different ideas
will be generated during brainstorming session like as many drops of rainfall during a rainstorm. It helps
the teacher to find out what the students know about a topic and the teacher can adapt the lesson to the
16
student‟s prior knowledge and understanding. Provide feedback and opportunity to hear others view,
Kyrincov, (1998). It allows free flow of ideas and thoughts on particular concept and helps the teacher to
find out what the students know and adapt his prior knowledge and understanding.

2.10.2. Pair works

Pair work is also one of the active learning methods used in English classes to enhance communication.
Through interaction students can be given opportunity to draw on their linguistic knowledge in a non-
threatening condition and use different kinds of tasks to complete by their own efforts. Therefore, students
can develop their linguistic and communicative competence, Richards, (1994). In this regard, students
need to share their ideas daily with their colleagues to develop communication skills.

2.10.3. Group work

Group work is one way of motivating active learning by grouping learners together. As Richards and
Lockhart, (1994) said that it allows every learner to share personal views and develop the skill of working
with others collaboratively. If the group is two large, learners‟ interaction is affected. Thus, the group size
is decided to carry out the work effectively based on the activities.

2.10.4. Role playing

Role playing is used the learners to strengthen their social relations in real situation to practice.

Byrne, (1987) role play enables the learners to see the reality in the eyes of others that make learning more
interesting and enjoyable. Thus, role playing is an act of an imaginary real life situation in the classroom
that students pretending and asking each other.

2.10.5. Problem solving

Aggrawal, (1996) states that teachers and students attempted to invest a conscious and planned effort to
arrive at a solution for the problem they encountered. Problems based learning is drive from the conviction
that the learner is an active and creative individual with the will and ability to seek knowledge and self
development (Lue, 2000). This deal with the way of tackling the problem of learning actively in the
classroom basically is the focus of teachers and students should also follow the routines of their teachers
so as to develop active learning in the classroom.

2.10.6. Discussions
According to Byrne (1987) discussion involves the exchange of ideas between students on a given titles
from any or informally, in pair or in group that promotes students involvement. Thus, discussion is helping
17
them to examine information in order to develop a deep and widen understanding of a title when students
are organized and managed well in the classroom.

2.10.7. Storytelling
According to Byrne (1987) learners enjoy listening to recognize that belongs to “real life” and listen with
attention to know how the story goes and ends. Here, if the learners obtain the opportunities to be taken
part in the story-telling, shy learners participate actively in language learning. Thus, story-telling activities
can promote learners interest in the process of learning.

2.10.8. Question and Answer Methods

Question and answer method, is mostly used as a method of producing learners and testing
comprehensions instantly. Questioning methods helps to increase learner‟s involvement in answering
comprehension questions easily, Silber man, (1996). From this I can deduce that making dialogue let them
motivated enough to develop their experience of speaking fluently and they can able to develop other
language skills in line with this.

2.10.9. Cooperative Learning

Whereas cooperative learning helps to reduce competition from the classroom by focusing on a group
performance more than individual performance. It enhances students' learning and develops students'
social skills like decision making, conflict management, and communication (Gleason et al. 2011).
Collaborative learning activities (team, peer, or group) help students learn actively. According to
Silberman (1996), the best collaborating method promotes students not only to learn but also to teach each
other. Moreover, this method is very helpful for fast and extrovert learners. It gives the opportunity of
using their natural skills.

2.10.10, Peer-Teaching
Peer teaching is a participatory active and democratic methods integrated in to the students own
experience those results in deep learning. It involves occasional use of students in the class who have
experiences because of their good background in particular area. It also an appropriate strategy to be
applied in teacher training program. It can solve the problem of large class size and it may releases
educators “time for persaonal research (benet et al.,1996); thus, students are adivasable to learn with their
friends in the class room collaboratively so as to get expeirence from each aother.

18
2.10 .11, The project Method
A project is anatural life like leatrning activity involving the investigation and solving problems by
individualsor group of students .Multimedia project (2001) explained project based learning as: project based
learning is amodel for class room activity that shifts away from the classroom practice of short,
isolated,teacher-centered lesson and instead emphasis learning activities that are long term inter
disciplinary,students-centerd and integrated with real world issues and practices. The students work which
includes documentation of the learning process as well as the students final project can be shared with other
teachers and parents, mentors and business community who all have all stake in the students education..

2.11.12, Classroom Assessment Technique

Classroom assessment technique teachers daily assess their students in the classroom using formative
assessment methods in order to check their students‟ understanding of the topic and identify their strengths
and weaknesses in CATs methods. This is done intentionally to maximize students‟ participation and
promote their critical thinking. The questions raised by teachers arouse students‟ knowing curiosity,
evaluate students‟ knowledge, skills and attitude, and make them prepare for exams. Questions raised by
students motivate the interaction between teachers and students, connect to the course contents, improve
the cooperation of teachers and students, and increase the participation of all students. To achieve these,
the questions should be balanced inviting all kinds of students- fast, moderate and slow (Gholami, V.
2014).To sum up, there are various active learning methods which play a significant role in improving
students learning. As students have different learning styles, teachers should select appropriate ALM and
implement them in their language classes.

2.12. Factors Affecting Implementation of Active Learning Method

In language teaching learning process there are a number of factors that facilitate the effective
implementation of ALM. Some of the factors that hinder the effective implementation of active learning
instructional methods are as follows:

2.12.1. Students’ attitudes on active learning

Attitudes are psychological constructs composed of emotional, cognitive and behavioral components.
Attitudes have social value practical and defensive functions for the students who hold them (Newbill,
2005). Effective practice of active learning methods enables students to acquire deep understanding of
English language concepts and problem-solving skills which are essential to identify and undertake real
problems employing appropriate active learning methods. This method has positive effects on students‟

19
academic achievement.

According to Richards and Lockhart (1994) learners‟ belief influence the way they interpret learning
within the classroom context. Successful learners develop insight beliefs of language learning process, the
use of effective language learning method and their own knowledge to bring an effect on learning.
However, learners can have negative beliefs that may lead to a reliance on less effective method, which
result a negative attitude of learning.

Several research findings indicate learners hold facilitative and inhibitive beliefs of learning and language
learning to promote positive beliefs in the minds of the learner and it is better to avoid the negative beliefs
primarily concern of teaching. In general, positive beliefs help learners to overcome the problem and
sustain motivation but negative beliefs can lead to decrease motivation. Thus, learners‟ preconceived
beliefs affect the effective implementation of ALM.

2.13.2. Teachers’ attitudes on active learning

As stated by scholars like Richards and Lockharts (1994) teachers‟ expectations and attitudes of learning
and teaching are key factors that affect classroom conditions. Thus, teaching is a personal trait or activity
that individual teachers bring to teaching various beliefs and assumptions of what constitute effective
teaching the language.

Silberman (1996) stated that teachers tend to teach the way they have been taught and the “Chalk and talk”
model is what we all grew upon. This implies the teachers‟ expectations and their whole personality are
shaped by their past teaching and learning experiences and the educational culture of the society. In
general, teachers‟ positive expectations facilitate teaching learning in English classes and their negative
beliefs hinder effective teaching/learning of active learning to implement.

2.13.3. Physical environment

Physical environment of a school has its own contribution for implementing effectively active learning
method in language teaching learning processes. For example, Farrant (1980) the availability of materials,
laboratories and libraries can be promote active learning. Thus, the physical facilities of the class play a
great role in teaching learning process to promote/hinder.

2.13.4. Class size

The class size is not suitable to implement different classroom methodologies having many students in
overcrowded classroom. Sguazzin and Graan, (1998) in their study have indicated that schools in many

20
parts of Africa are composed of large number of students in a class. Thus, it is difficult to give students
enough attention and to meet the need of every student so as to engage actively in learning process.

2.14. Speaking

2.14.1. Definition of Speaking

Richards and Renandya (2002) stated that a large percentage of world‟s language learners study English in
order to develop proficiency in speaking. It is a very complicated and complex task to speak a second or
foreign language. Speaking is a means of communication for presenting ideas or feelings verbally.
Through interaction with their environment, they can get and develop vocabulary. One speaks to form self
to other in order all people know him/her rightly. This must understand by the teachers. In instructional
process, the teacher has to give opportunity to student for developing their speaking skill in
communication. He/she responsible to teach how to speak well in social interaction because of speaking is
a verbal skill which produces linguistic expression systematically for presenting meaning.

Speaking is a mean to present object which one wants to reach and to say feeling through expressions in
verbal process. One in daily routine has speaking ability to do social contact with others and to develop
interaction. Teacher also in doing instruction must have good speaking ability in order students can
understand the teaching materials presenting and discussing with others. He/she has to have good speaking
skill to say thoughts and ideas for being able to communicate with students and other colligates. Speaking
is a skill and such as needs to be developed and practical independently of grammar curriculum
(Thornbury in Jodih Rusmajadi, 2010). This means that speaking has to develop and practice
independently in the object of communication. It is a live skill which has to discuss. It produces thought,
request, and ideas which can use in communication.

One expert has different definition of speaking from another. Thornbury, (2005) states that speaking is an
activity in real life that is carried out by speaker to carry out his/ her ideas to interact with listeners. The
activities are unplanned and their continuity is based on situations.

According to Ladouse and Nunan, (1991), speaking is described as the activity as the ability to express
oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse
or to express a sequence of ideas fluently. Another definition comes from Cameron, (2001). She says that
speaking is about making people understand speakers feeling and ideas by doing an act of communication
using language. At the time people produce utterances, they deliver their meanings, feelings, ideas and
desires. Brown and Yule point out that the loosely organized syntax, the use of nonspecific words, phrases
21
and the use of fillers such as„well,„oh,and„uhuh make spoken language feel less conceptually dense than
other types of language such as expository prose, Nunan,(1989).

Caroline, (2005) defines that speaking is a basic oral communication among people in society. It is
speaking which serves as natural means of communication of the members of the community for both
expression of thought and form a social behaviour. Additionally, Kayi (2006) says that speaking is the
process of building and sharing meaning through the use of verbal and non-verbal in variety of context.

From the definitions above, it can be concluded that speaking is an activity in which the speaker produces
utterances to express his/ her ideas in order to exchange information, so the listener understands what the
speaker means.

2.14.2. Functions of Speaking

Speaking is very important, especially in daily communication. A person is recognized that he/ she is
educated from the way and what he/ she is speaking. When speaking, someone has to know what to speak
and understand the ideas of what he/ she are talking about.

Harmer,(2003) states that through speaking, the students will understand ideas, opinions and information
from other people. Moreover, Brown and Yule, (1983) (in Richard, 2008) made a useful distinction
between the interactional functions of speaking, in which it serves to establish and maintain social
relations, and the transactional functions, which focus on the exchange of information.

Richards (2008) says, “In workshops with teachers and in designing my own materials, I use an expanded
three-part version of talks as interaction; talk as transaction; talk as performance. Each of these speech
activities is quite distinct in term of function and requires different teaching approaches.”

1) Talk as interaction

Talk as interaction refers to what we normally mean by “conversation” and describes interaction that
serves a primarily social function. When people meet, they exchange greetings, engage in small talk,
recount recent experiences, and so, on because they wish to be friendly and to establish a comfortable zone
of interaction with others. The focus is more on the speakers and how they wish to present themselves to
each other than on the message.

2) Talk as transaction

Talk as transaction refers to situations where the focus is on what is said or done. The message and making
oneself understood clearly and accurately is the central focus, rather than participants and how they
22
interact socially with each other.

Burns (1998) distinguishes between two different types of talk as transaction. The first type involves
situations where the focus is on giving and receiving information and where the participants focus
primarily on what is said or achieved.

The second type is transactions that focus on obtaining goods or services, such as checking into hotel or
ordering food in a restaurant.

3) Talk as performance

The third type of talk that can usefully be distinguished has been called talk as performance. This refers to
public talk, that is, talk that transmits information before an audience, such as classroom presentations,
public announcements, and speeches.

The focuses are on both message and audience. Speaking has its functions which cover talk as interaction,
transaction and performance which have been mentioned above. The functions of speaking show that
speaking is not only about producing the language, but it also functions for some different purposes in
daily communication.

2.14.3. Teaching Speaking

After talking about the definition, micro and macro skills, and functions of speaking, this thesis will
discuss about teaching speaking which includes principles in teaching second language, principles of
designing speaking method, problems in speaking, and types of classroom speaking performance, types,
and the importance of teaching speaking. Teaching speaking to ESL learners is to:

1. Produce the English speech sounds and sound patterns.

2. Use word and sentences stress, intonation patterns and the rhythm of the second language.

3. Select appropriate words and sentences according to the proper social setting, audience, situation and
subject matter.

4.Use the language quickly and confidently with few unnatural pauses, which are called as fluency
(Nunan,2003)

23
CHAPTER THREE:
METHODOLOGY OF THE STUDY

3. Introduction
This chapter explains about the research design and methodology. That means the research type and
design, sampling procedure; data collection instruments, data collection procedure, data analysis and
ethical issues were discussed briefly.

3.1 Research Design

In order to achieve the objectives and answer the research questions, the following methodological
procedures were applied for the research. The researcher used descriptive survey research design to
gather information about the practices of active learning method in speaking classroom. In terms of research
design, the researcher used quantitative and qualitative methods. According to Creswell, J. W (2009),
these methods use both open- and closed-ended questions multiple forms of data drawing on all
possibilities statistical and textual analysis.

When the data were collected, the questionnaires took more time than interview and observation
qualitative questions. It also took more time during the interpretation of each quantitative question. But
explaining the interview questions thematically did not mean easy. The researcher of this study believed
that all the used data gathering tools were equally helpful to identify the problems of ALM implementation
in Morsito Secondary School.

3.2 Sampling Procedure

The following sub-section deals with the technique used for sampling the site and the participants of the
study.

3.2.1 Setting
The selected area for this study was Morsito Secondary School which is found in Hadiya Zone, SNNPR
Regional State. The study site was selected purposefully. These schools were selected because there are
teachers with long years of experience in these schools and material provision and physical set up of the
schools have been conducive to the teaching and learning process. Moreover, the researcher lives in this
area.

24
3.2.2 Subjects of the study
The subjects of the study were both students and teachers of grade 12. The total population was 60 student
and all five teachers. Accordingly, two sections in each grade level were selected randomly and were
observed for four days. Teachers of English in grade 12 were made not only to observation but also to
participate in interview. Individual interviews were carried out for both teachers and students. In fact, the
number of subjects was different according to different instruments of data gathering.

3.2.3 Sample size and Sampling Techniques

As it was indicated earlier, from the total 254 students 60 (27 males and 33 female) students, two English
teachers, were taken as participant samples for the study. These were because the researcher believed this
helps to assess the problem of practicing ALM in-depth through qualitative and quantitative research
methods. As both teachers and students often face active learning problems in their teaching and learning
process, it was essential to gather information from these participants.The following formula have been
accompanied to take a sample size

k = N/n=where

N=Total population

n =sample size

K = interval

k=254/60k = 4.23 k= 4.23~4 Therefore, every forth from the total list of students of grade 12
were tacked as sample. In order to represent six section of grade12, 60 (27 male and 33 female) sample
participants were chosen using the systematic sampling technique. In this regard, all 5 English teachers
were selected using available sampling technique. Available sampling techniques are used to select a
sample based on small numbers.

3.3 Data Collection Instruments

To gather the needed information from the sample participants, the researcher used three types of data
collection instruments in this study. These were: questionnaires, interview and class-room observation.

3.3.1 Questionnaire
The questionnaires prepared for students to gather information about assess practice of active learning
method in speaking classroom grade 12. According to Kothari (2004) questionnaire was the heart of a
survey operation. Therefore, questionnaire was used as the main instrument of data collection for this
25
study as it allows gathering information from large number of participants in a short period of time (Cohen
et al, 2007). Thus in the questionnaire, both open-ended and closed-ended questions were included. The
types of questionnaires were administered to the student at Morsito Secondary School compound. Of the
distributed 60 questionnaires all of them were collected due time. The survey and descriptive
questionnaires were tools to collect quantitative data from the sample population. However, for clear
understanding, the researcher translated the questions for student sample participants into (Amahric ). The
researcher went with school coordinating assistance in order to organize and cross check their works as
well as maintain the quality of data collected.

3.3.2 Interviews
An interview was another instrument the researcher used. Interview helped to get an in- depth information
from the teachers and students on their practice of active learning and the challenges of implementing it.
This instrument was used to collect the data because it allows generating enough details when it was used
in line with other data collection instruments like questionnaires (Cohen et al, 2007). Semi-structured
interview was used as it enables the researcher make the questions flexible and gives freedom of
expressing ideas to the interviewee. Therefore, the researcher believed that this helps to get information
that may not be obtained through other data gathering tools. The interviews were mainly used in order to
triangulate what the students reported and said about their attitudes and practices of the active learning in
the questionnaire. In order to come up with reasonable explanation and to enrich the study, 7 semi-
structured interview was conducted. Hence, sevenstudents were selected out of 60 participants for the
interview. All randomly selected participants were willing to participate in the interview; and then, the
researcher discussed the objective of the study and assured them the confidentiality. The responses was
recorded, noted down by the researcher and later transcribed andanalyzed.

3.3.3. Observation
Classroom observation was the major tools for this study in practice of active learning method in speaking
class. As a result, check list was used to observe the teaching learning practices in the speaking classroom.
For this reason, grade 12 class has been selected and two teachers were observed two time they in while
they were teaching speaking classroom. Direct observation requires the presence of the observer. Morrison
as cited in (Cohen et al, 2007) states, „„Observation enables the researcher to gather data on the physical
environment, the characteristics of the groups being observed, the interactions that are taking place, the
resources.‟‟ Thus, the researcher used participant observation because participant observation is
considered appropriate in descriptive studies. The researcher directly observed the setting, actions,
26
interactions and relationships by preparing observation checklist beforehand. This is because the
researcher wanted to collect data that could be used to triangulate and crosscheck the other data gathered
easily and to see the situation in different aspect. Facts such as the number of students in a class and the
teaching materials being used were observed. Some events that happened in the classroom, for example,
the amount of teacher and student talk, the amount of conversation and group collaborative work were
observed carefully.

3.4 Data Collection Procedure

As commonly known, the process of data collection is not an end by itself and thus, the concluding
activities are data presentation, analysis and interpretation. The data analysed and interpreted the concepts
of a particular theoretical orientation and empirical evidences. The quantitative data from the
questionnaires were analyzed numerically by using table, percentage, mean and grand mean. On the other
hand, the qualitative data from observation and In-depth interviews were analyzed by using description as
well as narration in order to triangulate its validity and reliability with the quantitative data. Finally, the
researcher observed two teachers two times each in four classes.

3.7. Methods of Data Analysis

The data gathered using quantitative and qualitative methods were analysed both quantitatively and
qualitatively. The information gathered through closed-ended items from the questionnaires were
encoded, tabulated and analysed using descriptive statistics or numerical analysis such as percentages,
frequency and mean .As the initial step in analyzing the data for this study, the researcher read through
all the information that were gathered from the completed questionnaires by the respondents and the
transcripts of the interviews. The data which, in particular, was obtained through the questionnaire was
examined for its accuracy and usefulness. Each questionnaire was checked for completeness, whether the
respondents have filled them appropriately. Then, the data was tabulated in which it was systematically
examined to determine the way it can be analyzed. The results which were obtained through these
statistical examinations were used to interpret the practice of speaking class room. The data collected
through the qualitative method or interview were systematically summarized, analyzed and interpreted
according to the specific research questions. Finally, the researcher made a brief summary, drawn
conclusion and suggests relevant recommendations based on the findings.

27
3.6. Checking the Validity and Reliability of the Instruments

It is very necessary to give careful attention to reduce the threats of validity and reliability throughout a
piece of study even though one can never eradicate it completely from any research (Cohen, et al, 2007.
Both reliability and validity are very necessary things in research. Although reliability is insufficient
condition for validity in research, it is a necessary precondition for validity. Generally, validity and
reliability are important prerequisites for both quantitative and qualitative research.

Validity can be expressed as the degree to which an instrument measures what it is supposed to measure
(Kothari, 2004). Reliability is about the consistency or dependability of an instrument. When a research is
repeated on the same sample and gives the similar result, it is possible to say that there is high reliability.

Accordingly, first, to ensure validity of instruments, the researcher developed each tool under the
guidance of the advisor. Some experienced teachers who teach in Morsito Secondary School also made
comments on each instrument. Moreover, in order to check the appropriateness of instruments and
procedures of data collection, the researcher employed a pilot study on 30 students and two teachers
before the actual data collection instruments were administered. The sample participants for the pilot
study included 18 male and 12 female students from grade twelve classes in the same grade level. The
students were not included in the actual sample of the study. The samples were well informed about the
objective of the pilot test as well as how to fill in the questionnaire.

Second, having taken any necessary comments from co-workers and the students who took the pilot test,
some modifications were made. Among 42 items of the questionnaire, three items were removed and
slight correction was made on some other items. The researcher attempted to check reliability and validity
of the tools carefully and administered 39 items to the actual sample participants.

In this study, the reliability of the questionnaire was determined statistically by computing the Cronbach
Alpha reliability coefficient. According to the pilot test, the reliability coefficient of the instrument was
found to be 14.66 (33.39%). Thus, the instrument can be considered reliable because statistical literature
recommends a test result of ≥ 0.60as reliable (George & Mallery, 2003).

28
3.7 Ethical issues
Ethical issues have become increasingly important in research involving human beings. When conducting
this research, the researcher was aware of any essential research ethics because research ethics play a great
role in facilitating the process of data gathering procedures. As Bryman (2008), the main focus of ethical
issue is to ensure that people taking part in the research are protected from any possible harm including
physical, emotional, mental and financial during the research process.

Therefore, the researcher tried to contact all students and teachers who were responsible to fill in the
questionnaire and answer the interview questions logically. Before conducting the interview, all samples
teachers, students and school directors were asked their informed consent to give their view regarding the
interview guide. All in all, the communication was friendly and free from any harm or threat of personal
wellbeing. The identity of the respondents was kept confidential.

29
 CHAPTER FOUR

ANALYSIS AND DISCUSSION OF RESULTS

4. Introduction
This chapter presents all the analysis and discussion of the data and the major findings of the study
collected using the questionnaires, class room observation and interviews. The first part of the discussion
focuses on the analysis and discussion of the results of the questionnaire. In the process of questionnaire
analysis and discussion, descriptive statistics like frequency, percentage, mean and grand mean values
were used. The second part deals with the results of the interview. The third part deals with the results of
the observation and section treats the data from teachers‟ interview. The results of the questionnaires, class
room observation and Interview were analyzed quantitatively and qualitatively respectively.

4. 1. Results and Discussion of the Students’ Questionnaire

In order to collect information for the study, the questionnaire consists of three sections with a total of 39

In section one, 13 items, which were designed to identify practice of active learning method in their EFL
speaking class, in section two 14 items, which were about the participant perception of active learning
method and section three 12 items, which were to identify the factors that affects the implementation of
active learning, were given numerical scores with five point Likert scale ranging from „‟strongly agree to
„‟strongly disagree. Similarly, in section two, were given five point Likert scale ranging from, always „‟ to,
not at all. In section three in order to find out the serious factors that affected the implementation of ALM
in EFL speaking class, the researcher used four rating scales. These were: Most serious=4, Serious=3,
Undecided=2 and Not serious=1. However, for the convenience of the analysis, the rating scales were
categorized into three: Not serious, Undecided, and Serious.this manner, the data obtained from the
numerical values of the five point Likert-type scales were tabulated under each theme using frequencies,
percentages, mean and grand mean.

30
 4.1.1. Students’ Responses on regarding the How often do students practiced active learning
method in their English speaking classes.
Table 1 .students response on the regarding the practice of active learning method in the EFL
speaking class (N=60)

This questioner was mainly used in order to find out what the students were to say about their actual
classroom practice of active learning. The result of students responses were presented in the table below
for the items refer to Appendix A at the back of this paper.

No N=1 R=2 S=3 F=4 V F=5 Total Mean

Item
F % F % F % F % F % F %

1 Lecture method - - 6 10 4 6.6 10 16.6 40 66.6 60 100 4.4

2 Project method 26 43.3 18 30 10 16.6 6 10 - - 60 100 1.93

3 Problem solving 6 10 11 18.3 33 55 10 16.6 - - 60 100 2.78

method

4 Role-playing 1 1.6 14 23.3 34 56.6 6 10 5 8.3 60 100 3.2

5 Discussion - - 5 8.33 20 33.3 26 43.3 9 15 60 100 3.66

6 Brain storming 2 3.33 10 16.6 40 66.6 8 13.3 - - 60 100 2.9

7 Pair works 1 1.6 18 30 27 45 8 13.3 6 10 60 100 3

8 Cooperative - - 15 25 35 58.33 9 15 1 1.66 60 100 2.93

learning

9 Field trip 35 58.3 18 30 6 10 1 1.66 - - 60 100 1.55

10 Group work - - 6 10 10 16.6 18 30 26 43.3 60 100 3.23

11 Questioning and - - 9 15 13 21.6 23 38.3 15 25 60 100 3.75

answer

31
12 Demonstration 15 25 8 13.3 4 6.66 30 50 3 5 60 100 2.96

13 Debiting 4 6.66 30 50 16 26.6 10 16.6 - - 60 100 2.5

G. mean 38.79

Key: 5=Very frequently, 4= frequently, 3=some times, 2= rarely, 1= Not at all.

As can be seen from the tables above one, the most frequently used learning methods were items 1. That
means, according to the respondents, lecture method 40(66.6%).The mean value of each item was (4.4)
however, show that lecture method very frequently usedmethod. The frequently used methods item 12 and
item 5.that means according to the respondents, demonstration 30(50%) and discussion 26(43.3%).The
mean value of each item is 3.66 and 2.96, this indicate demonstration method and discussion method used
frequently. Sometimes used item 6, 8,4,3 and item 7 that means according to the respondents brain
storming 40(66.6),cooperative learning 35(55%),role playing 34(56.6%), problem solving 33(55%) and
pair works 27(45%) the mean value of each items were 3.2, 2.78, 3, and 3.66. response indicated that
ALM are being implemented sometimes. Rarely used item 13. That means Debiting 30 (50%). Its mean
value was 2.5 is nearest to some times. Never used methods were item9 and item 2 that means field trip
35(58.3%) and 26(43.3%) the mean value was 1.55 and 1.93 haven‟t never implemented in EFL speaking
classroom in Morsito Secondary School.The observation and interview result also indicate that English
teachers mostly preferred using the lecture method and the whole classroom discussion methods.
Sometimes they tried to use pair work and group work learning methods but little time was given to
students. In addition, most students were reluctant to engage in their learning. Therefore, from this it can
be understoodthat most teachers are still stitched to the traditional teaching styles. Pair work and group
discussion are not being used effectively.

On the other hand, field trip and the project leaning method were almost not at all used in English
speaking classrooms. Its response mean value is 1.93 and 1.55. The response mean value approaches to the
response not at all. About 63(85%) respondents said not at all. This revealed that most of the active
learning methods, which are desired, have not been implementing in EFL speaking classes at Morsito
Secondary School. The observation result also confirmed this fact.

32
According to Prince (2004), the fundamental elements of active learning are student activity and
engagement in the learning process. However, from the above discussion, it can be concluded that Morsito
Secondary School teachers preferred using the traditional lecture method. Although they have used some
active learning methods such as pair work, demonstration, and group discussion and questioning, all these
methods have not been used in the actual EFL speaking classroom setting, it was not satisfactory.

4.1.2. . Students’ response on How do grade twelve students perceive active learning in the
EFL speaking classroom?
The researcher administered questionnaire to Grade 12students were asked to express their level of
agreement or disagreement on their experience of practicing active learning methods. Their responses were
analyzed in Table 2 below. The scale ranges from strongly „„Agree’’ to „„strongly Disagree’’. However, in
order to make the analysis manageable enough, the researcher has grouped respondents‟ responses into
three rating scales. These were: „‟Agree’’ „‟Undecided’’ and „‟Disagree’’ The responses were analyzed
using percentage and frequencies. In addition to this, the response mean value of each response was put on
the right corner hand. The item numbers can be referred from the Appendix A at the end of this paper.

Table 2 students response on the How do grade twelve students perceive active learning in the EFL
speaking class room (n=60)

No Item 5=SA 4=A 3=U 2=D 1= SD Total mea

n

F % F % F % F % F % F %

1 We practice various ALM in English 1 1.6 3 5 4 6.6 22 36. 31 51. 60 100 1.73
speaking classes‟ successfully. 6 6 6

2 English teachers use adequate 2 3.3 4 6.6 5 8.3 19 31. 30 50 60 100 1.81
teaching aids such as audio-visuals, 6
pictures, etc.

3 Teachers‟ use lecture method in 3 5 3 5 8 13. 20 33. 26 43. 60 100 1.95

English classes is less. 33 3 3

33
4 In English classes give all my 2 3.3 6 10 6 10 26 43. 20 33. 60 100 2.06
students the opportunity of writing or 3 3
speaking

5 There are adequate resources for 7 11. 11 18. 7 11. 25 41. 20 33. 60 100 2.83
using ALM in our classes.. 6 3 6 6 3

6 Students prefer their teachers‟ lecture 26 43. 18 30 7 11. 6 10 3 5 60 100 3,96

to other methods. 3 6

7 English teachers asses students - - 3 5 7 11. 20 33. 30 50 60 100 1.71

continuously by preparing some 6 3
questions.

8 Students‟ classroom engagement in 3 5 5 8.3 7 11. 20 33. 25 41. 60 100 2.01

asking, discussing and presenting 3 6 3 6
successes fully.

9 In the classroom, let students prepare 2 3.3 6 10 7 11. 20 33. 26 43. 60 1oo 2.01
questions and ask their teachers or 6 3 3
other classmates.

10 We often invite my students to 10 16. 19 31. 1 16. 11 18. 10 16. 60 100 3.15
brainstorm or generate ideas about 6 6 0 6 33 6
the new topic they before I present it.

11 In cooperative learning, all students 4 6.6 20 33. 8 13. 16 26. 12 20 60 100 2.8
take responsibility and work together 6 3 3 6
effectively.

12 English teachers make my students 2 3.3 4 6.6 6 10 18 30 30 50 60 100 1.83

get prepared a new topic before the 3
class and make them actively
participate

34
13 Active Learning Methods help 2 3.3 8 13. 6 10 24 40 20 33. 60 100 2.13
students express their opinions 3 3 3

14 Teachers must encourage students to 2 3.3 5 8.3 5 8.3 16 26. 22 36. 60 100 1.65
participate in speaking class. 3 6 6

G.mean 2.26

Key: f = frequency, SA = Strongly Agree, A = Agree, U = Undecided, D = Disagree, SD = Strongly

Disagree.

According to the above Table 2 item 1 asked student to rate the extent of their agreement or disagreement
whether the practice of various active leaning methods in English classes was satisfactory or not.
31(51.6%) respondents strongly disagreed on this idea and 22(36.6%) respondents disagreed. The
respondents who strongly disagreed and disagreed make a total of 53(88.3%). Only 3(5%) and 1(1.66%)
respondents agreed and strongly agreed respectively. This brings a total of 4(6.6%) of agreement.
However, 2(3.3%) respondents were not able to decide their answer. The interview and classroom
observation also confirmed that almost all students responded they didn‟t practice active learning
adequately. From this, it can be deduced that the implementation of active learning method was not
satisfactory in Morsito Secondary School.

Item 2 is about English teachers‟ use of adequate teaching aids such as audio-visuals, pictures,
photographs, charts and other resources. 30(50%) and 19(31.66%) respondents strongly disagreed and
disagreed on this item, respectively. This brings a total of 49(81.6%) of disagreement on the idea. 7(8.8%)
respondents never decided their answers. Nonetheless, 4(6.66%) respondents agreed and 2(3.3%) strongly
agreed on this idea. The number of respondents who have positive idea was very less. This reveals that
English teachers couldn‟t use teaching aids and other necessary recourses so as to create exciting English
classrooms. The interview and classroom observation also confirmed that no one was seen using any
teaching aids during the English classroom settings beyond students‟ textbooks. Concerning this, most
teachers have suggested the reason behind.

From this it can be concluded that teachers have no opportunities of using various teaching aids. This
means most students cannot benefit in meeting their learning styles as most teachers use the traditional
lecture teaching method.Similarly the responses of items 7, 8, 3, 9, 12, 4 and 13 inclined to negative

35
response. That means most respondents either strongly disagreed or disagreed on the ideas indicated in
each item.

Item 7 says, „„In English classes, teachers assess us continuously by preparing effective classroom
questions‟‟. 30(50%) respondents disagreed, 20(33.3%) didn‟t decide, and 3(5%) agreed on the item.

Item 8 is about students‟ classroom engagement in asking, discussing, and writing, presenting, working
cooperatively and debating. 25(41.6%) respondents disagreed, 20(33.3%) never decided, and 5(8.33%)
agreed on the idea.

Item 9 asks whether in classroom, let students prepare questions and ask their teachers 26(43.3%)
respondents strongly disagreed, 20(33.3%) disagreed, 7(11.6%) never decided and6 (10%) agreed on the
idea. We‟re not encouraged to do so in the class room.

Item 3 says, „„Teachers‟ use of lecture method in English classes is less‟‟. About 26(43.3%) respondents
disagreed, 20(33.3 %) didn‟t decide and 3(5%) agreed on the item. The interview and classroom
observation also confirmed that almost all teachers use lecture method. From this it can be understood that
English teachers use of lecture method was high..

Item 4 is about whether students write or speak about their teachers‟ lecture every 15 minutes for about
two or three minutes. 20(33.3%) respondents disagreed, 25(41.6%) never decided and only 11(18.3%)
agreed on this idea. This reveals that teachers‟ lecture was not injected to be active lecture method.

Item 6 asks whether students prefer their teachers‟ lecture to other teaching/learning methods or not. Only
3(5%) respondents disagreed on this idea and 6(10 %) did not decide their agreement. However,18(30%)
of the respondents agreed on the item. This depicts that most students have not taken responsibility for
their own learning yet. They still depend on their teachers‟ lecture.

Item 5 is about whether teachers assess students continuously by preparing effective classroom questions
or not. On this item, 20(33.3%) respondents disagreed, 7(11.6%) never decided and 11(18.3%) agreed.
Here also more respondents never agreed on the idea.

Item 14 asksTeachers must encourage students to participate in speaking class 22(36.6%) respondents
disagreed, 16(26.6%) did not decide and 5(8.3%) agreed on this item. Still the majority of the respondents
did not agree on the idea.

Item 11 is about whether students take responsibility in cooperative learning and work together effectively
or not. On this item, 25(41.6%) respondents disagreed, 8(13.3%) kept undecided and 20(33.3%) agreed on
36
 the item. This shows that students‟ cooperative work was not satisfactory. Most students preferred
working individually. Even though respondents who disagreed exceed than who agreed, the response mean
of the three items (items 5, 14 and 11) approaches to the response undecided.

In general, the results obtained from the above figures and statements imply that a great majority of the
students seem to have positive attitudes towards active learning while small minorities of them have weak
view of the concept. The grand mean values of students 2.25 are tending to the value for “Agree”. Hence,
the students perceived active learning positively. But, the practice questionnaire result and the responses
from the interview reflect that they do not participate active learning in their English speaking classrooms.

4.1.3 Students’ Response on Factors Affecting the Implementation of ALM in EFL Speaking class.
In this part there were twelve factors that assumed to affect the implementation of active learning methods
in EFL speaking class. Students were asked to rate the seriousness of each factor and the responses of the
students were summarized in the table below. For the detail of the items refer to Appendix A at the back of
this paper. For the convenience of analysis, the result of serious and most serious were added and
considered as serious factors. So, the responses had been analyzed based on three types. These were:
„‟serious‟‟. „‟undecided‟‟ and „‟not serous‟‟. According to the high percentage and mean value of the
respondents, the most serious factors had been identified and presented in the table below. Item 1-12
presents lists of presented in Appendix A.

Table .3.students response on factors that affecting the implementation of ALM in EFL
speaking class (n=60)
No Items 1=NS 2=U 3=S 4=MS Total Me

An

F % F % F % F % F %

1 Large class Size 1 1.66 3 5 16 26.6 40 66.6 60 100 3.58

2 Poor background knowledge of 16.6 4 6.66 30 50 16 26.6 60 100 2.86

Students. 10

3 Teachers‟ less commitment. 5 8.3 10 16.6 25 41.6 20 33.3 60 100 2.93

37
4 In adequate trainings 1 1.66 2 3.3 17 28.3 40 66.6 60 100 3.6

5 Students‟ textbooks. 30 50 18 30 8 13.3 14 6.6 60 100 1.76

6 Students‟ preference of their teachers‟ 5 8.3 7 11.6 20 33.3 28 46.6 60 100 3.18
lecture.

7 Teachers‟ preference of lecture 1 1.66 3 5 16 26.6 40 66.6 60 100 3.58

method

8 . Time consuming. 4 6.6 6 10 15 28 35 58.3 60 100 3.35

9 Less interest of students in working 10 16.6 7 11.6 23 38.3 20 33.3 60 100 2.18
together.

10 Lack of adequate teaching resources. 1 1.66 4 6.66 18 30 40 66.6 60 100 3.71

11 Inappropriate arrangement of desks. 21 35 10 16.6 20 33.3 9 15 60 100 2.28

12 Lack of self confidence. 10 11.6 5 8.3 25 41.6 20 33.3 60 100 2.91

G. mean 2.94

Key: not serious =1, undecided = 2, serious =3, most serious =4

As shown in the Table 3, respondents had identified four items to be the most serious factors that assessed
the implementation of active learning methods. These were item 1, 4, 7, 8 and 10. Item 1 says, „„time
consuming‟‟. Item 4 was about the students‟ negative attitude of learning. Item 7 asked about the teachers‟
preference of lecture method. And item 10 was about the scarcity of teaching materials and resources in
the classroom.

For the 1st item 40(66.6%) students responded most serious and 16(26.6%) of them serious. These make a
total of 56(93.2%). With regard to the 4th item, 40(66.6%) responded by saying most serious and
17(28.3%) serious. The total of most serious and serious becomes 47(94.9%). For the 7th item, 40(66.6%)
respondents said most serious and 16(26.6%) saidserious. The sum of most serious and serious becomes
56(93.2%). For the 10th item, 40(66.6%) respondents said most serious and 18(30%) said serious. These
make a total of 58(96.6%). Therefore, it can be seen here that all the above items have equal frequencies
38
and percentages i.e. 58(96.6%). In addition the mean values of these items are almost equal. The mean
values of item 1, 4, 7, 8 and 10 are (3.58), (3.6), (3.58), (3.o3) and (3.71) respectively. Based on this, it can
be said that large class size, negative attitude towards their learning, teachers excessive use of lecture
method, lack of adequate teaching resources and time consuming were identified as the most serious
factors that affected the implementation of active learning method in English speaking classes in Morsito
Secondary School. Moreover, these problems have been seen during teachers‟ interview and classroom
observation. Most teachers used lecture method so that they could cover the portion. Lack of adequate
teaching resources, poor background knowledge of the students and absenteeism were some of the main
problems observed.

The next four identified serious problems that hampered the implementation of ALM were item 6, 3, 9,
and 8. Their mean value were (3.18), (2.93), (2.18), and (3.35) respectively; that means almost equal.
However, these items had equal frequency and percentage. The first item, item 6, asked students to rate
how much their teachers preferred using lecture method. 28(46.6%) students said this was most serious
problem and 20(33.3%) serious. The total becomes 48(79.9%). Only 5(8.3%) responded not serious. The
rest 7(11.6%) answered undecided. The second item, item 3, asked whether teachers had less commitment
of using ALM or not. 20(33.3%) respondents said it was most serious problem and 23(38.3%) said serious.
The total frequency and percentage of most serious and serious makes 45(74.9%). Third, item 9 requires
students whether they lack showing interest in working together and in collaboration or not. 20(33.3%)
said it was most serious problem and 30(37.5%) said serious. The sum becomes 43(71.6%). Here
10(16.6%) students responded not serious and 7(11.6%) were kept saying undecided. In the end, item 8
asked if teachers preferred using lecture method rather than using other ALM or not. 35(58.3%) students
responded as most serious problems and 15(25%) serious. Only 4(6.6%) of them said the problem was not
serious. However, 6(10%) students were unable to decide.

Item 12 were identified as the third serious problems affecting the implementation of ALM In EFL
speaking class room. Item 2 was about large class problems. 16(26.6%) students answered most serious
and 30(50%) said serious. The total of serious and most serious becomes 46(76.6%). Here 10(16.6%)
students responded the problem was not serious and 4(6.66%) students said undecided. With regard to
item 12 which asked about the assessment technique of some teachers 20(33.3%) students said it was most
serious problem and 25(41.6%) serious. The sum becomes 45(74.9%). But 10(11.6%) students said it was
not serious problem. And the rest 5(8.3%) said undecided. In addition to these, item 11 was found as the
least factor that affected the implementation of ALM. This item was about the arrangement of desks in the
39
classroom. 21(35%) students responded by saying not serious and 10(16.6%) undecided. Whereas
20(33.3%) and 9(15%) students responded most serious and serious respectively. The total of most serious
and serious becomes 29(48.3%). Of course, during the observation session more than 65 students were
seen learning in one class. Assessing in the classroom can be carried out by making students ask questions
either their teachers or their classmates. And giving fair points for their fork also motivates students. But
assessment technique of teachers was observed as one way and exam-oriented.

Only one item was found as not serious problems to Morsito Secondary School students. This item was
item 5. The item asked whether students‟ textbooks have been suitable to implement ALM or not.30
(50%) students said the problem was not serious, 18(30%) students kept undecided. But 4(6.6%) and
8(13.3%) said most serious and serious respectively.

Generally, the above table 3 revealed that there were several factors that impeded the implementation of
active learning methods. These were large class size, in adequate trainings, teacher‟s preference of lecture
method, lack of adequate teaching resources, poor back ground knowledge of students,and lack of self
confidence and during observation most teachers used lecture method were some of the most serious
problems that hindered the implementation of active learning method in English classes in Morsito
Secondary School. The grand mean value of the total items on this table which was (2.94) also revealed
that almost all the items were serious factors that affected the implementation of active learning methods
in English speaking classroom settings in the school.

4.2. Responses Obtained from Interview with Teachers

Regarding what of active learning, all of them said that it is a student-centred method; it is a method that
enables students to participate actively in the language learning. Students as questions, answer it, speak,
and write, when they do tasks or activities in the class. Concerning the second question, all of them
mentioned that so as to make the students actively engaged in their lessons, teachers employed different
method such as brainstorming, group works, pair works, and do activities individually and with their
peers.

As was mentioned by all teachers, the basic factors that affecting the practice of active learning methods
are the followings:

Presence of large class size (too many students in a narrow classroom). Desks are so fixed that it
is difficult for group activities. Analysis of data from the participants of the study showed that

40
 teachers regard class size as a challenge in implementing ALM. For example, participant from the
interview stated that:

The major challenge in teaching speaking lessons is class size. There are 65 students in my class,
that’s too many. This large number of students is a big challenge to teach speaking skill in a
student-centered approach because it is difficult to engage all these students in speaking activities
(T5).

Student‟slevels of motivation sometimes are not interested to participate. For example, a participant
from the written reflection wrote the following:

Most of the time, the major challenge that I come across in implementing active learning method
is students low level of motivation to speak English. In their culture, especially the girls are not
encouraged to express themselves equal as boys, the society accept shyness of girls as a good
cultural value. When we teach speaking lessons these girls do not participate in doing speaking
activities because of this problem (T2, T3 and T4).

It can be implied from the above reflection that the cultural images associated with unequal treatment of
females, or the views the society hold for females has affected the student‟s motivation in their language
learning, which in turn have a profound effect on the students speaking ability.

There is a shortage of time to cover the text. The following quote is taken from the written reflection:

The time allotted for each period is a major constraint that must be considered. With a large
number of students in a class it is difficult to cover one speaking lesson in one class if I use the
student-centered approach. Every student need to show their involvement in speaking activities
and want to get feedback about their performance. But the time allotted for one period is 40
minutes so it is impossible to give chance for all students to present what they have done in groups
or pairs (T 2, T3, and T5).

What can be understood here is that this teacher seems to have a belief that time was not sufficient to
engage all students in whole class discussion when students done speaking activities in group or pair. But
here the teacher can encourage students to evaluate each others‟ performance, discuss and come to a
group decision.
41
 There is a shortage of appropriate teachingmaterials, even the materials available at hand are too old
and previous students did most of the exercises in them. Accordingly lack of teaching materials was
raised by participants as a challenge and this was discussed by a participant in the interview as follows:
The classrooms are not equipped with audio-visual materials that will assist our teaching in a
student-centered approach. This problem has affected our teaching because these facilities would
have helped me to make speaking lessons more attractive and student-centered (T1, T4 and T5).

One can understand from the above reflection that the absence of classrooms properly organized with
audio-visual facilities can have it is own impact on the teaching of speaking lessons in ALM. Language
laboratories can be helpful for the teaching of speaking lessons, that is, in such classrooms students can
work on their own, in pair or in groups. This can give students the opportunity to practice speaking
through different communicative activities

Students lack of self confidence Most students in class do not have self-confidence and as a result
they are not active participants in different speaking lesson activities. Especially the girls are not
confident due to some socio-cultural factors, the society encourages shyness and they under estimate
themselves. This hinders students not to actively participate in speaking teaching classes…it will
become difficult for us to teach in a student-centered approach (T1, T3 and T4).

They suggested that they should make their students active participant in learning the language and they
recommended that textbooks should be revised to be suitable in implementing active learning method.

4.3. Responses Obtained from Students’ Interview

Semi-structured interviews were conducted so as to cross check. An interview with seven items on seven
students who were selected from the sample representatives randomly were interviewed turn by turn about
their attitudes of the active learning. The interview is mainly aimed at crosschecking the trustworthiness
and soundness of the data collected using the questionnaires about students practice towards the active
learning method.

The first item in the interview was intended to know what students know about active learning. The
interview result pointed out the fact that almost all students have positive attitudes about the active
learning methods. They perceived the active learning positively even though they did not practice it
effectively in their classroom. The following view from an interview of students high lights the above

42
ideas.

As the researcher asked one of the students, if he could tell me anything about what he knows about
active learning, he said: “(S1)it is a method which helps us to engage in different classroom activities.”
(S5), “It is a type of teaching methodology.” Concerning the idea, Bonwell & Eison, (1991) Active
learning included any activity encouraging students to participate in learning approaches engaging them
with course material and enhancing critical thinking as they make applications beyond the classroom.
Most of the students know about active learning methods.

The first question was whether the students practice active learning or not. Almost all students
responded they didn‟t practice active learning adequately.The average response of the students is between
some times and rarely. The most interviewees from the total number of participants mentioned only the
three dominant methods namely group work, discussion and question and answer methods. This implies
that the teachers use only these methods frequently and others are neglected. Based on the responses of the
students, it is possible to say that although the students have good attitude towards active learning, they
didn‟t practice it in the EFL speaking classroom.

The students were also asked which type of teaching method they prefer in their learning. Form the total
seven selected sample students; four interviewees preferred student active learning. Two students liked
lecture/explanation. From the view the rest of, (s1) one can say students assumed active learning is better
than lecturing.

Concerning the question related to the active learning activities are conducted in speaking skill,
participants answered „yes but not enough. While one student said rarely, the other 6 students responded
sometimes. Only question and answer took place in speaking class. Regarding this, Thornburg (2005)
states that speaking is an activity in real life that is carried out by speaker to carry out his/ her ideas to
interact with listeners. Many scholars agreed on that students learn speaking in EFL best by “interacting”
and “collaborating”. But the students‟ response didn‟t show this. So the implication of the respondents
implies that active learning activities are not conducted collaboratively and interactively.

Problems students faced when they practice active learning in the class were another question posed to
the interviewees. (S6) replied, “I think most of the students are reluctant in participating active learning.
They talk other issues rather than the given lesson.” (S1 and S7) added, “The teacher is not interested in
terms of time and portion coverage.” The other (S2, S3 and S5) also added that large class size was on the
main factor.The last interview question was concerning students filings about whether the students thought
43
active learning is better than lecture in their class. All the students said active learning is better than
lecturing/teacher centred. For instance, (S1, S2, S4 and S6) responded, „‟Yes, Active learning is better
than lecturing because Active learning method is important to develop students’ knowledge and helps
students to communicate with each other; because it avoids the silence of students in classroom and makes
them participate in every speaking activity. (S1,S2 and S5)Another (S3 and S7) added, “Yes, active
learning is more participatory than lecture.”

4.4. Data assessment on the implementation of ALM from Observation

In this section, the analysis of the data gathered through observation was presented. Based on the prepared
observation checklist two English teachers were observed each twice in different class levels. The
observation was conducted on its program by the researcher himself. And as all teachers were voluntary to
be observed, the observation had been successful. The observation checklist entails four major focuses.
These were conducive classroom condition for the implementation of active learning situation, teacher‟
and students activities in using ALM in English speaking classrooms and the availability of adequate
teaching resources. The observation checklist can be seen at the back of this paper which is on Appendix
C. With regard to the conducive condition of the classroom, the data gathered showed that the classroom
condition and seating arrangement was not convenient to implement active learning. The desk arrangement
and students‟ sitting arrangement was not appropriate in order to implement active learning methods.
Almost all of the observed classes indicated that the classroom desk arrangement and students‟ sitting
arrangement was like that of the traditional one. From this it can be understood that ALM had not been
facilitated in such condition. In addition need there was no conducive classroom situation.

The second observed point was teachers’ practice of ALM in English classroom. Here the most
important practices that were expected to be practiced by Morsito Secondary School teachers were not
observed. Among two of the observed teachers both of them did not use various active learning methods to
meet the need of their students. Active learning methods like debating, drama, presentation, questioning
purposefully, brainstorming, asking of students, discussion, working cooperatively in teams were not
observed. Furthermore almost all observed teachers used the lecture method.

The third observation conducted was in terms of students activities in the classroom. The researcher
has attempted to check whether most students in the English speaking classroom were interested,
motivated and involved in their learning, whether they could ask, speak, write, do, present, debate or
discuss in the classroom, and whether there was interaction among teachers-students and students-students

44
in the classroom. In addition, the researcher tried to observe students use of the target language without
more interference of their mother tongue. Most teachers and students were observed using their mother
tongue frequently. Most students had kept silent without showing enthusiasm and motivation in their
learning. Very few students interact in the classroom. Therefore, the observation shows that students did
not give responsibility to their own learning. Most of them expect from their teachers lecture. Among four
observed sections, only 25% of them were observed working in groups. The main reason for their poor
participation may be their poor background knowledge and teachers‟ more use of the traditional or lecture
method.

The fourth observed point was the availability of teaching aids in classroom. These are major factors
that strengthen or weaken the teaching and learning process. However, the observation result indicated that
of the observed teachers never used teaching aids. The employment of teaching aids in the observed
classes was found to be at a minimum level. Without charts no adequate teaching aids such as audio
visuals, pictures, posters of photographs models, real objects and other displaying materials were observed
in the all classes. This could be due to lack of adequate resources in the school. Some resources such as,
computers, library equipment and the internet asses have significant role in improving the implementation
of active learning methods in the schools. Nevertheless, no internet access was observed in the school. The
library had adequate reading materials but students‟ lack of interests to use library. There were few
computers but were not adequate for the School. With regard to teaching aids 100 % observed teachers and
classes never used. The teaching and learning process was one way-lecture. There were some English
textbooks in the classroom but it was below the expected number. All students should have got the chance
of using their textbooks book in the classroom.

CHAPTER FIVE

SUMMARY, CONCLUSIONS ANDRECOMMENDATIONS

5. Introduction
This chapter deals with summary, conclusions and recommendations based on the analysis and
interpretation of the data gathered through questionnaire, interview and observation.

45
5.1 Summary

The main purpose of this study was to assess the practice of active learning method in EFL speaking
classroom at Morsito Secondary School. Accordingly, the specific objectives were to:

1. How often do students practice active learning method in the EFL speaking class?
2. How do grade twelve students perceive active learning in the EFL speaking classroom?
3. What factors affecting the implementation of active learning method in teaching EFL
Speaking class room?
In order to answer these questions, descriptive survey method was employed. The target populations of
this study were grade 12Morsito Secondary School students. Systematic sampling was used to select
representative students from the target populations. The researcher applied pilot study to check the
reliability of the data collecting instruments and then, distributed to the sample students. The data were
gathered mainly through questionnaire, interview and classroom observation from the sample
participants. The data gathered through the questionnaires was analyzed quantitatively using frequency,
percentage, mean and grand mean whereas the data collected through the interviews were analyzed
qualitatively so as to arrive at the findings of the study.

.To substantiate this, interview was conducted; all five English teachers and seven students were
participated. In addition, classrooms observations were made on two classes twice in 4 sections.

Accordingly, the data obtained from these tools were processed in order to answer the research questions
of this study. This research instruments were helpful in providing significant information about assessing
the practice of ALM in EFL speaking classroom, to assess the perception of students towards active
learning in EFL speaking classroom,to explore the factors that affect the implementation of active
learning method in the EFL speaking classes.

The researcher was used to code, classify, and sort out actual words from the participants. The data
obtained through these instruments were analyzed using statistical tools such as frequency, percentages
and mean. Consequently, the results of the study shows that currently the ALM was not exercised by
teachers in teaching speaking to the level that the policy advocates.

5.2. Conclusion
The objective of this study is to assess the practice of active learning method in English speaking class
with particular reference to grade 12 students in Morsito Secondary School. So based on the major finding
the following conclusions are drawn.
46
 As the study revealed with regard to practice of active learning method, Student‟s lack of interest in
participating in active learning in their classrooms was another problem in practicing active learning.
Active learning is practiced sometimes - rarely in the EFL classes of the school. So the extent of the
practice of active learning in the school is not adequate. Most teachers use the traditional teaching
method. Then students have not been given chance of speaking, discussing, debating and brain storming.
So the level of student‟s participation in the English speaking classes was very less.

Almost all students have positive attitudes towards active learning. The findings of the students‟
questionnaire, the interview and class room observation pointed out that the practices of the students in
activelearning are far from their attitudes. The active engagement of the learners in the process of
accomplishing active learning was denied.

According to the finding, the most serious factors that impeded the practice of active learning methods
were: large class size the data gathered from questionnaire, interview and class room observation check list
show that the number of students in a class is large so it is difficult to evaluate, manage and implement
active learning, Lack of adequate teaching resources like (pictures, photographs, models, computers,
photocopiers, and the internet) also the study show that most teachers don‟t prepare instructional materials
from locally available materials, lack of self confidence and during observation most teachers used lecture
method were some of the most serious problems that hindered the implementation of active learning
method in English classes in Morsito Secondary School . In general, the study revealed that the
implementation of active learning methods is almost far behind in the aforementioned English speaking
classes.

5.3. Recommendation
Based on the findings of the study, and conclusion the following recommendation has been forwarded in
order to improve the implementation of active learning method in EFL speaking class.

 As the study revealed, ways of practicing active learning in English classes of Morsito secondary
school found to be low and the degree of exercising different active learning methods was not
adequate. Therefore, it is important to access facilities need to be considered for the effective
practice of active learning method. To overcome the problems, the school is intended to practice
active learning properly.
 Teachers should also work both individually or collaboratively to find out effective ways of
practicing communicative speaking activities despite the influence of immovable furniture. For
47
 example, teachers can use group or pair work by arranging students in two rows to face each other
or by moving students outside classroom to form a better collaborative speaking learning.
 Teachers need to be equipped with the basic knowledge and skills of implementing different
active learning techniques that can enhance critical thinking (discovery learning) and problem
solving capacities of the students through continuous and extensive training on theoretical and
practical issues of active learning techniques. Training programs which can also bring about
changes in the attitude of teachers should be given: Teachers should also work both individually
or collaboratively to find out effective ways of practicing communicative speaking activities
despite the influence of immovable furniture. For example, teachers can use group or pair work by
arranging students in two rows to face each other or by moving students outside classroom to form
a better collaborative speaking learning.
 In order to bring a better implementation of active learning, it needs to solve the problems such as
factor of large class size, and shortage of time to cover the portion. Moreover, the students are also
expected to be active participant and involve themselves in the lesson; so they should also be
aware of the importance the active learning methods.
 Based on the findings, it was recommended that teachers should give emphasis to effective ways
of practicing active learning activities in English speaking classrooms and familiarize learners to
different active learning methods. Besides teachers need to encourage, motivate, and support
students to use English through engaging them in different communicative activities.
 In general, all concerned bodies, like the government, the woreda education offices, English language
teachers, the students‟ parents and other responsible bodies should attempt to fulfill the necessary facilities
and resources for teachers, students and the school should find ways of solving the problems of teaching
aids/resources, provide a good support to create conducive atmosphere or creates a safe and ordered
environment in which all students are able to learn and motivate them and the school principals should
work with the school stake holder to build additional class room in order to make the balance the number
of students with class room.

Furthermore, the research is recommended to verify the findings of the current study in order to strengthen
this body of knowledge.

48
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Appendix A Amharic version of questionnaire
ዋቸሞዩንቨርሲቲ

የዴረህረ-ምረቃ ት/ቤት

ማህበራዊሳይንስናስነ-ሰብኮላጅ

የእንግሉዝኛቋንቋናስነ-ጽሑፍትምህርትክፍሌ

በሞርሲጦ 2ኛ ዯረጃ ተማሪዎች የሚሞሊ መጠይቅ

ውዴ ተማሪዎች፣ በመጀመሪያ ይህን መጠይቅ ሇመሙሊት ፈቃዯኛ ስሇሆናችሁ ከፍ ያሇ ምስጋናዬን

አቀርባሇሁ፡፡ የዚህ መጠይ ዋና አሊማ ‹‹ በእንግሉዝኛ ቋንቋ ትምህርት የአሳታፊ መማር ዘዳ
ተግባራዊነት›› በሚሇው ርዕስ ጥናትና ምርምር ሇማካሄዴ ይቻሌ ዘንዴ መረጃዎቹን ሇማሰባሰብ ነው፡፡
ሇጥናቱ ውጤት የርስዎ እውነተኛ እና ቀና መሌስ በእጅጉ አስፈሊጊ ስሇሆነ ባሇው እውነታ ሊይ
በመመርኮዝ ጥያቄዎቹን ትመሌሱ ዘንዴ በአክብሮት እጠይቃሇሁ፡፡ ሁለም መሌሶች በሚስጢር
የሚጠበቁና ሇጥናቱ ዓሊማ ብቻ የሚወለ መሆኑን ሊረጋግጥሊችሁ እውዯሇሁ፡፡

በዴጋሚ ከሌብ አመሰግናሇሁ!

አጠቃሊይ ትእዛዞች

- እባክዎትን ስምዎን በወረቀቱ ሊይ አይፃፉ

አማራጭመልሶችላላቸውጥያቄዎችይህንምልክት ( )በመጠቀምይመልሱ

ክፍሌ I፡ የግሌ ሁኔታ

1. ጾታ 1.ወንዴ 2.ሴት ዴ
2. እዴሜ 1.14-14 2. 16-17 3. 18-19 4. ከ19 በሊይ
3. የክፍሌ ዯረጃ

ክፍሌ 1 ትእዛዝ

ይህ መጠይቅ በክፍሊችሁ ውስጥ ኣታፊ የመማር ስሌቶች ሇምን ያህሌ ጊዜ እየተተገበሩ መሆኑን
የሚመመሇከት 13 ነጥቦችን ይዟሌ፡፡ እባክዎትን እንዚህን ዘዳዎች የምትጠቀሙበት እስከምን ዯረጃ
እንዯሆነ በሚከተለት ስኬሌ መሰረት ይህን () ምሌክት በማዴረግ አሳዩ፡፡
0
በጣም አዘውትሮ 5 አዘውትሮ 4 አንዲነዴ ጊዜ 3 አሌፎ አሌፎ 2 የሇም 1

አማራጮች
ተ.ቁ ጥያቄዎች

በእንግሌዘ ኛ ትምህርት ክፍሇጊዜ ውስጥ እነዚህ አሳታፉ 5 4 3 2 1

ትምህርት የማስተማር ስነ-ዘዴ ሇም ን ያህሌ ጊዜ
ተግበረዊ እየሆኑ የለት ?

1 ገሇፃ/ማብራሪያ/ lecture method/

2 የፕሮጀክት/ቀረፃ ዘዲ;/ project work//

3 የችግር መፍታት ሰነ-ዘዲ;/ problem solving

method/

4 ሚና-መጫወት/role playing/

5 ውይይት /discussion/

6 የአዕምሮ ማነቃቂያ/ brain storming/

7 እርስበርስ መማማር / peer-teaching/

8 የህብረት ትምህርት /cooperative learning/

9 የመስክ ጉዞ /field trip/

110 ቡደን ሥራ/group work/

11 ጥያቄ እና መላስ/question and answer method/

12 ሠርቶ ማሳያ /Demonstration/

13 ክርክር /debating/

1
  እባክውን በክፍሊችሁ ውስጥ እዚህ ሊይ ያሌተጠቀሱ ላልች አሳታፊ የመማር ስሌቶች
እየተተገበሩ ከሆነ ከዚህ በታች ጻፋዋቸው፡፡

 ከሊይ የተጠቀሱት አብዛኛዎቹ አሳታፊ የመማርስነ-ዘዳዎች በክፍሊችሁ ውስጥ ተግባራዊ

እየሆኑ ካሌሆነ ይህ እንዲይከናወን እንቅፋት የሆኑ ነገሮች ምን ይሆናለ ብሊችሁ ታስባሊችሁ

__________________________________________________________________

ክፍሌ 2፡ትእዛዝ

ይህ መጠይቅ በክፍሊችሁ ውስጥ አሳታፊ የመማር ስነ-ዘዳዎችን ተግባዊ የማዴረግ ሌምዲችሁን

በማስመሌከት 14 ነጥቦችን ይዟሌ፡፡ እባክዎትን በሚከተለት ሀሳቦች ሊይ የመስማማት ዯረዲዎችን
ይህንን ()

በጣም አሌስማማም 5 አሌስማማም 4 አሌወስንም 3 እስማማሇሁ 2 በጣም እስማማሇሁ

ተ.ቁ አሳታፊ የመማር ዘዳን ተግባራዊ የማዴረግ አስተሳሰብ እንዳት ትገሌጹታሊችሁ 5 4 3 2 1

1 በክፍሊችን ውስጥ አሳታፊ የመማር ዘዳ በበቂ ሁኔታ ተግባራዊ እየሆ ነው፡፡

2 መምህራኖቻችን ብዙ ጊዜ የተሇያዩ የማስተማሪያ መረጃ መሳሪያዎችን

ይጠቀማለ፡፡

3 መምህራኖቻችን የገሇጸ የማስተማር ዘዳን የሚጠቀሙት አሌፎ አሌፎ ነው፡፡

4 መምህራኖቻችን ገሇጸ በሚያዯርጉበት ጊዜ በየ 15 ዯቂቃው ስተማርነው ትምህርት

አጠገባችን ሊሇው ሰው እንዴንናገር አሌያም በግሊችን እንዴንጽፍ እዴለን
ይሰጡናሌ፡፡

5 በክፍሌ ውስጥ መምህራኖቻችን አግባብነት ያሊቸውን ጥያቄዎች በማውጣት

በየጊዜው ይገመግሙናሌ፤ በጥቅለ የተማሪዎችን ተሳትፎ ከፍ ያዯርጋለ፡፡

6 የክፍሊችን ተማሪዎች በአሳታፊ የመማር ዘዳ ከመማር ይሌቅ መምህሩ

የሚጠቀመውን የገሇጸ ዘዳ ይመርጣሌ ::

2
7 አሳታፊ የመማር ዘዳዎችን የሚረደ በክፍሊችን ውስጥ በቂ የማስተማሪያ
መሳሪያዎች አለ፡፡

8 ጥያቄ በመጠየቅ፤ ክፍሌ ውስጥ በመናገር፣ በመጸፍ፣ ክርክሮችንና ጭውውቶችን

በማዴረግ፣ ክፍሌ ውስጥ ወጥቶ በማስተማር እና የተማርነውን በተግባር
በማሳየት የምናዯርገው ተሳትፎ አርኪ ነው

9 በክፍሊችን ውስጥ ብዙውን ጊዜ ተማሪዎች ጥያቄ አዘጋጅተው መምህራንን

አሌያም ላልች ተማሪዎችን እንዱጠይቁ እዴሌ ይሰጣቸዋሌ

10 መምህራኖቻችን አንዴን አዱስር እስከ ማስተማራቸው በፊት ስሇዛ አዱስ ርእስ

ያሇንን ዲህራዊ እውቀት ወይም ያሇንን አዲዱስ ሀሳቦች ብዙ ጊዜ እንዴንናገር
ወይንም እንዴናመነጭ ያዯርጋለ፡፡

11 እኔና ላልች ተማሪዎች፣ በቡዴንና በላልች የትብብር ስራዎች ውስጥ አብረን

በመስራት የራሳችንን ዴርሻና ኃሊፊነት እንወስዲሇን፣ መረዲታችንና እውቀታችንን
ከላልች ተማሪዎች ጋር እናነጻጽራሇን፣ ሌምዲችንንም ሇላልች እናካፍሊሇን

12 መምህራኖቻችን አንዴን አዱስ ረእስ ከመመራችን ተዘጋጅተንበት እንዴንመጣ

በማዴረግ ክፍሌ ውስጥ በበቂ ሁኔታ እንዴንሳተፍ ያዯርጉናሌ ፡:

13 መምህራኖቻችን በክፍሌ ውስጥ የተሇያዩ የመጽሐፍ ስራዎችን ጽፈን

እንዴናቀርብያዯርጉናሌ፡፡(እንዯጆርናልች፣ማስታወሻዎች፣ ሰስሇተማርነው ገሇጸ
ወይንም ስሇ አነበብነው ነገር ማጠቃሇያ መጸፍ)

14 መምህራን የተሇያየ የመማር ስታይሌ ያሊቸውን ተማሪዎች የሚያግዙና

የሚያበረታቱ የማስተማር ይጠቅማለ፡፡

(ሇምሳላ፡- በማየት ሇሚማሩ፣ ዓይናፋር እና ተግባቢ ሇሆኑ፣)አሳታፊ የመማር ዘዳ በእንግሉዝኛ ክፍሇ

ጊዜ በተሳካ ሁኔታ እየተተገበረ ነው ማሇት ይቻሊሌ ካሌሆነ ሇምን

3
 ክፍሌ3 ትእዛዝ

ይህ የመጠይቅ በክፍሊችሁ ውስጥ አሳታፊ የመማር ስሌቶች ተግባራዊ እንዲይሆኑ እንቅፋት የሆኑ
ነገሮችን አስመሌከቶ 12 ነጥቦችን ይዟሌ፡፡ እባክዎትን እንዯ ችግሮቹ አሳሳቢነት እግጅ አሳሳቢ እስከ
አሳሳቢ አይዯሇም እስከሚባሇው ዴረስ ሌኬታችሁን ይህንን ‹‹›› ምሌክት በማዴረግ አሳዩ፡፡

እግጅ አሳሳቢቨ4 አሳሳቢ 3 አሌወስንም 2 አሳሳቢ አይዯሇም 1

ቁጥ ዝርዝር 4 3 2 1

አሳታፊ የመማር ዘዳዎች ተግባራዊ እንዲይሆኑ እንቅፋት የሆኑ ዋና

ዋና ችግሮች ምንዴን ናቸው

1 የጊዜ እጥረት

2 የተማሪዎች ቁጥር መብዛት

3 የመምህራን ተነሳሽነት አናሳ መሆን

4 የተማሪዎች የት/ት ፍሊጎት አናሳ መሆን

5 የመማሪያ መጸሐፍት ምቹ አሇመሆነ

6 ተማሪዎች ከአሳታፊ የመማር ዘዳዎች ይሌቅ የመምህራንን የገሇጸ ዘዳ

መምረጥ

7 ተማሪዎች ዝቅተኛ ዲህራዊ እውቀት /poor back ground /

8 መምህራን ከአሳታፊ ዘዳ ይሌቅ በገሇጸ ማስተማርን መምረጥ

9 ተማሪዎች በትብብርና በህብረት መስራትን አሇመምረጥ

10 የት/ት መርጃ መሳሪያዎች እጥረት

11 ዳስኮችና ወንበሮች ሇአሳታፊ የማስተማር ዘዳዎች ምቹ አሇመሆን

12 የአንዲንዴ መምህራን የምዘና ስሌት ምቹ አሇመሆን

አሳታፊ የመማር ዘዳዎች ተግባራዊ እንዲይሆኑ እንቅፋቶች የሚሆኑ ላልች ነገሮች ካለ በዝርዝር
ጸፏቸው፡፡___________________________________________________________

4
APPENDIX B

Wachemo University

School of Graduate Studies

College of Social Sciences and Humanities

Department of Foreign Language Studies

Interview Questions for teachers and Students

A. Interview Guides for Morsito Secondary School Teachers

1. Sample of Teachers Interview

1-What do you know about active learning method of teaching English?

2-Have you ever received training (pre-service or in-service) on teaching speaking skill or English
language teaching in a active learning method in your career?

3-What were your first impressions of getting involved in a active learning method English language
teaching approach?

4-Do anyone of you have a successful experience that you can tell about your successful presentation or
instruction of English speaking skill in a student centered approach in your classrooms?

5- What do you think have been the key factors that have influenced your experience of student centered
English language speaking skill teaching? How and why?

6- What do you think you learnt or is there anything else you would like to learn from these challenges? If
so, in what ways?

7- What do you do to minimize the factors that impede the implementation of student centered approach
when you teach English language speaking skill in EFL classrooms?

8- How do you think your experience of teaching speaking skill in active learning method in EFL
classrooms will be improved?

9- Is there anything you would like to add about any issue we have not really covered which you feel
reflects an important aspect of your teaching experience of speaking skill in a ALM

5
 B. Students’ interview

Good morning/afternoon: my name is Desta Handiso. I came from the Department of English Language
and Literature, Wachemo University to study on the assessment on the implementation of active learning
method in the teaching of English as a foreign language speaking class.

I appreciate your cooperation and willingness to my interview. Your genuine opinion or response has its
own contribution to my study and I kindly request you to give me the required information, therefore. I
would like to thank you again for sparing your valuable time and effort in this interview. I would like to let
you know that any information will be kept confidential and used only for this study.

Interview Guide to Students

1. What do you know about active learning?

2. Do you practice active learning method in the class? If yes, mention some of them.

3. Which type of teaching method do you prefer in your learning? Why?

4. Are the active learning activities conducted in the speaking class?

5. What problems do you face when implementing active learning in the class?

6. Does the teacher facilitate learners to practice active learning? How?

7. Do you think active learning is better than lecture in your class?

Thank you!

6
 APPENDIX C

Classroom Observation Check List assessment on the implementation of Active Learning methods
EFL speaking class.

The main purpose of this observation checklist is to observe the activities and situations happening in the
classroom concerning assessment on the implementation of active learning methods in EFL the activities
will be marked in the following categories on the bases of their happening.

Yes = (√) No=(X)

No Items Yes No

1 Classroom condition for implementing ALM

1.1 The classroom desk arrangement is suitable.

1,2 Students‟ sitting arrangement is conducive.

1.3 Class size or the number of the students is appropriate.

1.4 The classroom is attractive and suitable having enough space, light and air.

2 Teacher’s activities in the classroom

2.1 Teachers pose every 15 minutes and make their students speak or write about what
they have learnt.

2.2 Teachers use lecture method and students listen to their teachers‟ lecture

2.3 Teachers encourage participation of students.

2.4 Teachers give cooperative or group work and ask various questions.

7
2.5 They use the English properly without more interference of mother tongue.

3 Students’ activities in the classroom

3.1 Most students are interested, motivated and involved in their learning.

3.2 Students ask, speak, write, do, present, debate or discuss in the classroom.

3.3 There is interaction of teachers-students /students-students/ in the classroom.

3.4 Students listen passively the entire period.

3.5 They use the target English properly without more interference of mother tongue.

4 Use of teaching materials

4.1 There are various teaching aids such as audio visuals, pictures, charts, posters
photographs, models, real objects and other displaying materials.

4.2 There are adequate students‟ textbooks in the classroom.

4.3 There are resources like TV, computers, library equipment‟s, and the internet.

Thank you!

8
 Questionnaire to be filled by Students

APPENDIX D

Dear students: First of all, I would like to thank you for your genuine interest to fill in this questionnaire.
The main purpose of this questionnaire is to gather valuable information for the research entitled
‘‘Assessment on the Implementation of Active Learning Method in English Language speaking
Classes‟‟. The researcher strongly wants you to devote your time, pay greatattention and fill in the given
questionnaire honestly. Your honest, careful and accurate response will contribute to the quality of the
study. The researcher will assure that all the responses will be kept confidential and used only for the
research purpose.

General instruction: Thank you in advance again!

 Please, do not write your name on thequestionnaire

 Please, follow the directions given in eachpart.

Part I Personal information

1. Sex

2. Grade

Part II. Direction: This part of the questionnaire has 13 items related to the frequency of active learning
implementation. Please indicate the extent to which you use them in your classroom and rate according to
the following scale by putting a (√) in one of the columns in the Table below.

Very frequently=5 frequently=4 sometimes=3 rarely=2never =1

No Items 5 4 3 2 1

I. How often do you participate in the following ALM in EFL speaking

classes?

1 Lecture/ explanation

2 Project method

3 Problem solving method

9
4 Role-playing

5 Discussion

6 Brain storming

7 Peer Teaching

8 Cooperative learning

9 Field trip

10 Group work

11 Questioning and answer

12 Demonstration

13 Debating

Grand mean

Please, list here if there are other active learning methods being implemented in your English
classroom.____________________________________________________________

If you haven‟t implemented most of the above active learning methods in your classes so far, what
problems hindered you from implementing them?__________________________

_______________________________________________________________________________

Part III: Direction: The following are assessing the extent of your participation in active learning in your
classroom. Please, provide appropriate responses using tick “√” mark in front of the corresponding items.

Key: 5 =Always 4 =Usually 3 = Some times 2 = Rarely 1 = Not at all

N To what extent do teachers and students implement the following active learning 5 4 3 2 1
o methods in EFL speaking class room?

10
1 I practice various ALM in English classes successfully.

2 I use adequate teaching aids such as audio-visuals, pictures, charts and other resources.

3 I use lecture method in English classes is less.

4 I give all my students the opportunity of writing or speaking

5 I assess students continuously by preparing some questions

6 Students prefer their teachers‟ lecture to other methods.

7 There are adequate resources for using ALM in our classes.

8 Students‟ classroom engagement in asking, discussing, and writing, and debating is

satisfactory.

9 In the classroom, I let students prepare questions and ask their teachers or other
classmates.

10 I often invite my students to brainstorm or generate ideas about the new topic they before
I present it.

11 In cooperative learning, all students take responsibility and work together effectively.

12 I make my students get prepared a new topic before the class and make them actively
participate

13 I give different writing activities /keeping journals, summarizing the main points of a
lecture

Teachers must encourage students to participate in speaking class.

14

Do you think active learning is fully being implemented in your classes? If not, why?

_____________________________________________________________________________________
________________________________________________________________

11
 Part IV: Direction: This part of the questionnaire has 12 items related to factors that affect the
implementation of active learning methods in your classes. Please, rate the following factors according to
their seriousness: from “most serious” to “not serious” by putting a “√” in one of the columns in the Table
below.

Most serious=4 Serious=3 Undecided=2 Not serious=1

no Items 4 3 2 1

II. What factors affecting the implementation of ALM in teaching EFL

speaking class?

1 Time consuming

2 Large class size

3 Teachers‟ less commitment

4 Negative attitude of students

5 Students‟ textbooks

6 Students‟ preference of their teachers‟ lecture

7 Poor background knowledge of Students

8 Teachers‟ preference of lecture method

9 Less interest of students in working together/in teams & collaboration

10 Scarcity of teaching resources

11 Inappropriate arrangement of desks

12 Teachers‟ assessment technique

Would you list other factors that affect the implementation of active learning methods?

________________________________________________________________________________
12
Thank you!

APPENDIX E

Sample of Transcribed Interview Results

1-What do you know about active learning method of teaching?

Teacher 1: active learning method is a good way of teaching where students learn by themselves through
pair and group work activities, and the teacher responsibility is controlling and guiding the students. I
think in ALM many of the tasks must be done by students; we teachers must encourage our students to
learn by their own, helping each other to share their ideas and skill.

Teacher 2: active learning method is important to develop students‟ knowledge and helps students to
communicate with each other; because it avoids the silence of students in classroom and makes them
participate in every speaking activity, this makes active learning method more interesting for teaching
speaking skill.

2-Have you ever received training (pre-service or in-service) on teaching speaking skill or English
language teaching in a active learning method in your career?

Teacher 4:I feel applying active learning method is useful in language classroom to make students
understand by helping each other when doing activities and using their potential they can take care of
their own learning by themselves. However, even if I know many things theoretically from my experience
and reading about this approach I did not use it always. Most of the time I use the traditional method in
teaching speaking skill. I did not get any special pre-service training on how to apply the active learning
method. And also I have taught for the last thirty years and until now only one workshop that I have get
last year with my colleagues.

3-What were your first impressions of getting involved in a active learning method English language
teaching approach?

Teacher 4: I feel applying active learning method is useful in language classrooms to make students
understand by helping each other. If we teachers use active learning method in our teaching of speaking
lessons using their potential they can take care of their own learning by themselves.

13
4-Do anyone of you have a successful experience that you can tell about your successful presentation or
instruction of English speaking skill in a student centered approach in your classrooms?

Teacher 3:I do not believe by the idea that large class size prevents teachers from applying student-
centered approach. Even if there is large number of students in my class I do not consider it as a big
challenge, because I arrange students in to groups. And the uses of group and pair working have helped
me to create Active learning method in speaking lessons teaching. I can say my students have shown a lot
of improvements, they are interested to work together and communicate in English. Of course, in my
view, I am successful in implementing this approach around seventy percent.

5- What do you think have been the key factors that have influenced your experience of active learning
method student centered English language speaking skill teaching? How and why?

Teacher 2: The major challenge in teaching speaking lessons is class size. There are 65 students in my
class, that‟s too many. This large number of students is a big challenge to teach speaking skill in a
student-centered approach because it is difficult to engage all these students in speaking activities.

6- What do you think you learnt or is there anything else you would like to learn from these challenges? If
so, in what ways?

Teacher 1: On my part, I learned that students with low motivation need encouragement from teachers
and their parents. In speaking teaching class if students become passive listeners they will not be creative,
and cannot develop their self-confidence because they does not able to practice the language due to the
presence of cultural influence.

7- What do you do to minimize the factors that impede the implementation of student centered approach
when you teach English language speaking skill in EFL classrooms?

Teacher 5: Due to the impact of traditional culture of the society, girls are not active participants in the
class, so I try to motivate these students by appreciating their work and encouraging them to practice
speaking.

Teacher 4: I tell students to practice speaking when they are outside classroom in order to develop their
self-confidence. In classroom I encourage my students by appreciating their work besides supporting
them when they do activities in groups.

14
8- How do you think your experience of teaching speaking skill in active learning method in EFL
classrooms will be improved?

Teacher 3: When I learned in university I have the access to many reference books on English teaching
methodologies, but now I have no access to them in my school and even I cannot get them on market.
And to improve this problem, I suggest that at least these books must be photocopied and distributed to
schools so that we can read and use them. I think if teachers get access to such reference books they can
read and understand as well as able to improve their teaching methodology. Because at this level teachers
can teach themselves, they can create better teaching methods.

9- Is there anything you would like to add about any issue we have not really covered which you feel
reflects an important aspect of your teaching experience of speaking skill in aALM?
Teacher 5: I remembered one thing that should be mentioned here, at this time the school principals
come to power without any skill and ability to work in that position and due to this problem there is no
collaborative work between teachers and the school principals. I think the right person in the right
position is important to manage the whole thing in the school.

15
APPENDIX F

ከ ሞሪሲጦ 2ኛ የትምህርት ቤቱ ናሙና ተማሪዎች መካከሌ ከአንዴ ተማሪ ጋር የተካሄዯ የናሙና ቃሇ-
ምሌሌስ (Sample interview)

ሰሇም ዋሇክ/ሽ/አዯርከ/ሽ? ስሜ ዯሰተ ሀንዴሶ ነው፡፡ የመጣሁት ከ ዋቸሞ ዩንቨርሲቲ ማህበራዊ ሳይንስ
እና ሰብአዊነት ኮሊጅ የእንግሌዘኛ ቋንቋና ሥነ-ጽሑፍ ትምህርት ክፍሌ በአሳታፉ የማስተማር ስነ-ዘዴ
የተማሪዎችን አመሇካከት/አረዱዴ እና የትምህርት ተሳትፎ ሇማጥናት ነው፡፡ ሇዚህ ቃሇ-መጠይቅ
ሇዯረከው/ሽው ትብብርና ፍቃዯኝነት ከሌብ አመሰግናሇው፡፡ እውነተኛ አስተያየትህ/ሽ/ ወይም ምሇሽህ/ሽ
ሇጥናቴ ከፍተኛ አስተዋጸ ስሇሇው አስፈሇግውን መረጃ በታማኝነት እንዴትሰጠኝ/ጭኝ በትህትህኛ እጠ
ይቃ ሇ ው፡ ፡ ፡ የተገኘው ማንኛውም መረጃ በሚስጥር ማያዝ ሇዚህ ጥናት ብቻ የሚያገሇግሌ መ ሆ ኑን
ሇአንተ/ች ማሳወቅ እፈሌጋሇው፡፡

ጥያቄ 1. ስሇ አሳታፉ የማስተማር/መማር ስነ-ዘዯ ምን ታውቃሇህ/ሽ?

ተማሪ:- አሳታፉ የማስተማር/መማር ስነ-ዘዯ ክፍላ ውስጥ እንዱንሳተፍ የሚረዯን አቀራረብ / ዘዲ ነው፡፡

ጥያቄ2. በክፍላ ውስጥ አሳታፉ የመማር ስነ-ዘዯ ትሇማመዱሇህ/ሽ? መሌስህ/ሽ አዎ ከሆነ

አንዱንዳ የምትሇማመዯቸውን ስነ-ዘዯ ጥቀስ/ሽ፡፡

ተማሪው፡-አሳታፉ ትምህርት በበቂ ሁኔታ አንሇማመዴም። ግን አንዯንዴ ጊዜ እንዯ ቡደን ሥራ፣ውይይት

እና የጥያቄ እና መሌስ ስነ-ዘዴዎች አንዯንዴ ስሌቶችን፣እንሇማመዯሇን፡

ጥያቄ 3. በትምህርትህ ውስጥ የትኛውን የማስተማር ስነ-ዘዴ ትመርጣሇህ/ሽ? እንዲት?

ተማሪው፡- ሇእኔ ከክፍላ ጓዯኞቼ እና አስተማሪዬ ጋር እንዴገናኝ ስሇሚያበረታታኝ የተማሪ ተኮር/

አሳታፉ ትምህርት እመርጣሇሁ፡፡

ጥያቄ4.በንግግር ክፍሌ ውስጥ አሳታፉ መማር ትምህርት እንቅስቃሴዎች ክፍሌ ውስጥ ተካህዯዋሌ?

ተማሪው:- አላፎአላፎ ይካሔዯሌ ነገር ግን በቂ አይድሇም ብዬ አሰስባሇሀ፡፡

ጥያቄ 5. በክፍላ ውስጥ ንቁ/አሳታፉ ትምህርት ሲተገበር ምን ምን ችግሮች ያጋጥማሇ?

ተማሪው:- አስተማሪው እና ተማሪዎቹ ፍሇጎት የሊቸውም ብዬ አስ ባሇሁ።

ጥያቄ5.1. መምህሩ እና ተማሪዎች ንቁ ትምህርትን ሇመተግበር ሇምን ፍ ሇ ጎ ት እንዯሇሊቸው

ሌትንግረኝ/ሪኝ ትችሇህ/ሽ?

16
ተማሪው:-በእኔ አስተያየት አስተማሪው ብዙውን ጊዜ ትምህርቱን ሇመሸፈን ክፍላ ወ ስ ጥ ካሇው የተማሪ
ቁጥርእና የጊዜ እጥረት አ ንፃ ር አይጠቀምም፡፡ መፅሃፈን ሇመሸፈን ጊዜው በቂ
ስሇሌሆነ መ/ሩ ብዙውን ጊዜ በገሇጻ ነው የሚ ሸ ፍ ነ ው፡፡ እና በተጨማሪምተማሪዎቹ አሳታፉ ትምህርት
በሚሇማመዯበት ጊዜ ከተሰጡት ተግባር ይሌቅ ላልች ጉዱዮችን ያወራሇ።

ጥያቄ6. የክፍሌ መምህሩ ተማሪዎችን አሳታፉ ትምህርት እንዴማመሩያመቻቻሌ? እንዯት?

ተማሪው፡- እውነቱን ሇመናገር መምህራችን አንዯንዳ ጊዜ የክፍሌ እና የቡደን ስ ረ ይሰጠናሌ፡፡ ከዛ ውጭ

ብዙውን ጊዜ በገሇጻ ነው የምንማረው፡፡

ጥያቄ7. አሳታፉ/ተማሪ-ተኮር የማሰተማር ስነ-ዘዯ ከመምህር-ተኮር ትም/ት የበሇጠ የተሸሇነው ብሇህ/ሽ

ታስባሇህ/ሽ?

ተማሪው:-አዎ፣ የተማሪ-ተኮር/አሳታፉ ትምህርት ከመምህር-ተኮሪ የተሻሇ ነው ብዬ

አስባሇሁ፡፡ምክንያቱም አሳታፉ ትምህርት በክፍሌ ውስጥ በተሇያዩ እንቅስቃሴዎች ውስጥ መሳተፍ
እንዴንችሌ ያዯርገናሌ።

አመሰግናሇው!

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