THE PRACTICE AND CHALLENGES OF IMPLEMENTING COOPERATIVE LANGUAGE LEARNING METHOD: ARBAMINCH LIMAT MELES ZENAWI MEMORIAL, ABAYA AND CHANO DORGA SECONDARY SCHOOLS IN FOCUS

Abstract

The purpose of this study was to identify the practices and challenges of Cooperative Language Learning (CLL). The study was conducted in Arbaminch Limat Meles Zenawi Memorial, Abaya and Chano Dorga secondary schools. These schools were selected by purposive sampling technique with special emphasis given to the practices of CLL in the classroom, the challenges that face on the practice of CLL in English classroom and strategies used to manage those challenges. To achieve the objective of the study, a sample of 98 students from Arbaminch Limat Meles Zenawi Memorial, 168 students from Abaya and 97 students from Chano Dorga secondary school were selected by simple random sampling techniques. Accordingly, 6 teachers who teach English in those grades were selected by purposive sampling technique. Regarding to the design of research employed the research used descriptive survey method. The instruments used in this study were questionnaire, interview and observation. Both quantitative and qualitative data analysis were employed in this study. Then, the quantitative data was analyzed using frequency, percentage, and mean value whereas the qualitative data was interpreted with narrations. The finding of the study revealedthat the practicability of cooperative learning in the English classes were poor. It was found that teachers did not offer the chance for all students equally to reflect what they discussed in their group. Only few students or the active students present the points what they discussed.The arrangement of chairs and tables not suitable to work different group activities as it was observed.The chairs and tables were not easily movable. Finally, based on the above findings, the following recommendations were forwarded.English teachers need training on how to teach their students incooperatively. Thesuitability of chairs and tables have their own impact on the teachers to implement CL. The first step of learning should be arranging classroom conditions in the way suitable to implement different kinds of CLs. So that the administrators of the schools should give due attention to the practicability of CL and should provide suitable chairs and tables.