An Assessment Of The Practices Of Teaching English Language Using Cooperative Learning Method: The Case Of Grade Ten English Class At Sekela Secondary School

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