Assessing The Practice Of Teaching The Speaking Skills In The Efl Classes:The Case Of Batu Secondary School, Grade Nine In Focus

Abstract

The main purpose of this study was assessing the practices of teaching the speaking skills in grade 9 at Batu secondary school. Descriptive and explanatory research designs were employed to accomplish the goal of the study. Grade nine EFL teachers and students were primary source of data; the data were collected from 4 randomly selected sections (A, C, F and H) and class observation was conducted twice in each section at different times. Further, 4 of the EFL teachers (100%) were taken for interview by availability sampling method. Similarly, 144 (20%) of the total grade nine students filled in questioners. The collected data were analyzed qualitatively and quantitatively. The findings indicated the existing realities in relation to the practice of teaching the speaking skills in EFL classes. The achieved findings of the study revealed that teachers’ low commitment to follow the process of teaching the speaking skills activities; the students unable to understand the objectives of the tasks, unable to articulate their experience and not capable to follow each stage activities actively. Again, teachers’ reluctance to employ various and attractive techniques to motivate and develop their ability to practice speaking or low devotions to apply the proper teaching methods; students become lack of adequate opportunity for every student to involve actively. Further, Students’ lack of adequate experience; Besides, teachers’ inability in classroom management, difficulty to address needs of each student, incapability to give feedback and evaluation, shortage of class time, unmanageable class sizes, in convenience air conditions and insufficient furniture are identified as the major hindrance. Finally, on the basis of the major findings, possible recommendations were forwarded. So as either to minimize the problems or to improve the practice of speaking in EFL classes by alleviating teachers’ related problems, students’ related problem and the class-room related problem; thus, teachers have a pivotal role in developing the students speaking ability by using proper teaching methods. Students should also take part for their role; changing their attitude, motivate and expose themselves to the target language. The concerned bodies again have to care for the large number of the students, the class room size, uncomfortable desks and tables also for language lab and instructional materials to lighten the problem.