Review jurnal 2

Teachers in Kenya have done many things in supporting English learning, such as discussions, dramas and many others. most teachers like discussion because it is considered to support students' abilities, but it is not continued or practiced in the daily lives of students.

The study was carried out in Eldoret Municipality which has three districts, namely Eldoret East, Wareng, and Uasin Gishu West, Uasin Gishu County, Kenya. The municipality was selected for this study because it experiences problem of low communicative competence of Form four graduates like other parts of Kenya. The study employed descriptive survey research design (Orodho and Kombo, 2002).

Simple random sampling procedure was followed as described by Mugenda (2008). A table of random numbers was employed to sample the Provincial and District secondary schools except national school category where there was only one in the entire Municipality thus purposively sampled. A total of eight out of twenty three secondary schools, constituting about 30 % of sampled population of secondary schools in the Municipality were selected. The same technique was again used to select 30% of form three students per school. Purposive sampling was used to select two form three teachers of English from each school. In this study two data collection instruments were used namely: questionnaire and observation schedule. Tape recording was used alongside observation to capture verbatim communication (Mutai, 2000). The data was analyzed using SPSS computer package.

Based on questionnaires from teachers and students and classroom observations, the activities used by teachers of English language in their lessons included dramatization, discussion, debating, impromptu speeches, story- telling, role play, dialogue, oral narratives, , poems recitation, songs and tongue twisters. What differed was the mode of delivery and preferences as shown by frequency of use of the class activities.

Fourteen teachers (100%) indicated that they use different classroom activities depending on the situation. The most preferred classroom activity among the teachers was discussion used by 92.9% of teachers, dramatization (85.7%), songs (78.6%), impromptu speeches and tongue twisters each (71.4%). Moderately preferred activities included short stories and role play (64.3%), debating and poem recitation each (57.1%). The less preferred activity was oral drills (42.9%).

The study also established that teachers used many recommended integrated classroom activities including dramatization, discussion, debating, dialogues, role play, impromptu speeches, tongue twisters, oral drills and poem recitation, but to various degrees (Table 1). This study found out that teachers preferred some combinations compared to others. The most preferred combination by teachers consisted of dramatization,