Abstract:
The main concern of this study was to assess the practice of skills integrated language teaching
at grade 11 level . To achieve the objectives of the study, descriptive design was employed by
using both qualitative and quantitative approach. Jorgo Nole Preparatory school was purposely
selected to be the setting of the study. Four English language teachers and 120 grade 11 students
were respondents of the study. Data were gathered through questionnaires, interview and
classroom observation. To analyze the quantitative data, descriptive statistics such as frequency,
percentage and mean were utilized. The qualitative data were analyzed thematically. The results
of the study revealed that teachers did not teach the four language skills in integration in
speaking, writing, listening and reading lessons. The study also revealed that teachers were
failed to organize students in pairs and groups and most of them could not successfully play their
roles as advisor, organizer, monitor and facilitator in teaching learning classes. Moreover, the
study revealed that teachers did not use instructional materials and equipments in teaching
learning classroom. This made the practice of integrated skills difficult in classroom. Finally, on
the basis of findings, it was recommended that teachers are expected to adapt the textbook and
design communicative activities (role plays, debates, information gaps etc.) to teach language
skills in integration. Moreover, for effective implementation of integrated skills teachers and
students should play their roles in the classroom.
