Abstract:
The main purpose of this study was exploring the implementation of learning speaking skill in
large class in selected secondary and preparatory school in Ameya. Descriptive survey method
was employed to accomplish the study. Grade 10 students and their English language teachers
were the data sources for this study. To conduct the research, quantitative and qualitative
research methods was employed. The data were collected from 114(100%) students and 2(100%)
teachers of English language; and observation of two classrooms. Three instruments-questionnaire, observation and interview were used as data collection tools. The quantitative data
were analyzed using percentage, and measured using ranks; and, the qualitative data were
elaborated and narrated in words. The findings of this study reveal that large class size is found
to be a hindrance to students‘ learning speaking skill. Impacts of large class size like lack of
adequate opportunity for every student to involve actively, time consuming, dominance of few
active students, teachers inability in classroom management, difficulty to address needs of each
student, incapability to give feedback and conduct continuous assessment are also mentioned.
The result of the study also revealed, although teachers and schools are trying to minimize the
impact of large class size, their commitment was not significantly as required. Finally, based on
the major findings, possible recommendation were forwarded so as to minimize the impact of
class size and maximize the implementation of learning and teaching speaking skill.
