Assessing Teachers’ Implementation Of Student Centered Approach In English Language Classes: Jara Secondary School In Focus

Abstract

The main purpose of this study was to assess teacher’s implementation of student-centered Approach in Jara secondary School. The key questions of the research were about the manner of perception, the level of implementation, the kinds of methods and opportunities/challenges of implementation of SCA in TEFL classes of Jara Secondary school. Similarly, there were four specific objectives that correlate the questions stated. In the second chapter, some related literatures such as the philosophy of teaching English as a second language, kinds of instructions, language skills, language knowledge and rationales have been briefly discussed. The total population of the study was all eight English teachers in the school and 50 students who purposively and randomly selected as representative of all 12 section students. Around 1300 students were registered in the school. Data was collected using questionnaires for both teacher and student subjects, classroom observation and interview the selected English teachers. Then the collected data was organized, analyzed and interpreted. Based on the findings of the analysis, conclusions and recommendation has been forwarded. The major findings show that the majority of teachers perceive SCA negatively although the minority of them perceive positively. The former ones reasoned out the vastness of the text book and low students’ background skills prevent from implementing the approach. The latter ones were, however, positively practiced the approach. The tendency of teachers in using methods seems to be limited to teachers’ explanations while students keep silent in TEFL classes. In addition, the practice of SCA is low as compared to TCA in the school. Concerning opportunities and challenges, there has been basic opportunities such as teachers’ qualifications that can minimize problems of implementation of the approach