The Study On The Students’ Expected Roles And Their Actual Roles In Speaking In English Class (Case Of Uraga Secondary And Preparatory School Grade Eleven Students In Focus)

Abstract

The main objective of this study was to assess whether or not grade 11 students were actually practicing their roles in the speaking classroom as they are expected. The study also aimed at examining if the students were practicing their roles in the classroom and try to find out factors that hindering their actual practices in the class room. The instruments of data collection used were questionnaire, classroom observation and interview. Eighty five grade 11 students who were randomly selected from the school and all of their English language teachers were the subject of the study. Eighty five (85) of the students and four of the teachers responded to the questionnaire items. One section from each teacher’s classes was randomly selected for class room observation. Three of these observations were carried out and analyzed. Nine of the sample students were interviewed to provide more information. Like that of the observations, the interviews were used for analysis. Both the students and the teachers’ responses to the questionnaire items indicated that the students speaking classroom role practice was negatively affected by: the power gap between the teachers and the students, students misperception on the role of the teachers in the class, students understanding of as activities as time consuming and students’ beliefs on that there is a mismatch between the expected exam items and the actual classroom speaking tasks(negative wash back effect.) and the large class sizes. In most of the speaking classroom observed, the students were playing passive roles. Lastly, based on the results of the study, the researcher forwarded some recommendation