Abstract:
The purpose of this study was to investigate the practices of cooperative learning and to identify the
major determinant factors that hinder teachers not to apply it focusing on grade 10 at Sekela
Secondary School. The school is found at sekela town, Horo district, Horo Guduru Wollega Zone,
Oromia region. To conduct the research descriptive survey design was used. Besides, qualitative and
quantitative data analysis methods were used. The subjects of the study were seventy three grade ten
students and three English language teachers of the school. Seventy three samples of the students
were selected by random sampling method and the three English language teachers of grade ten were
selected by availability sampling. The researcher used classroom observation, interview and
questionnaires to gather data and analyze them qualitatively and quantitatively. The data that were
gathered through teachers’ interview and students’ questionnaire were also used to supplement
classroom observation. The data obtained from the questionnaire were put in percentages and
analyzed. To this effect, the findings of the study revealed that cooperative learning is applied without
its components and its practice was low. Among the factors negatively affecting the effective practices
of cooperative learning were: teachers use more traditional language teaching method, teachers not
making learners know the benefits of cooperative learning, teachers do not initiate learners to learn
the language cooperatively. Teachers do not practice the components of cooperative learning.
Learners lack of interest, awareness, vocabulary and active participation to learn the target language
cooperatively are the results of the study. In addition, large class size is unsuitable of students’ seats
and the shortage of students’ seat. Based on the findings, it was recommended that language teachers
should aware the learners the benefits of cooperative learning and they should also practice the
components of cooperative learning. Besides, learners should develop interest, awareness, English
language vocabulary and interacted actively in language learning. Finally, school administrators
should alleviate the challenges faced regarding the students’ seats and build additional classrooms in
order to minimize large class size
