The application of cooperative learning to classroom teaching finds its roots in the 1970s when Israel and United began to design and study cooperative learning models for class room context now one- to-five cooperative learning is applied in almost all school context, and acceptance is increasing worldwide [1]. Cooperative learning is an educational approach, which aims to organize classroom activities into academic and social learning experiences. Cooperative learning has also been found to enhance social and intellectual development [2]. and help students build interpersonal skills while promoting a sense of achievement, productive and psychological well-being[3]. Slavin. Describes cooperative learning as a teaching method in which students work together in small groups to help one another to learning academic context. According to Ethiopian context, cooperative learning is a technique that allows students to learn from each other and gain important interpersonal skills. Cooperative learning is an organized and structure way to use small groups enhances student learning and interdependence. Cooperative learning also been linked to increased levels of student’s satisfaction. Cooperative learning is reflected on the development of students' intelligence and non_intelligence. It requires students to learn to work together, which is an important skill for their future. Cooperative learning is one of mainstream learning theories now a day. Having these characteristics, when it comes to foreign language classroom, it is claiming to be an effective teaching method [4]. According to interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skill and group processing. In general, term cooperative learning can be concerned as system of concrete teaching and learning methods in which students are active agents in the processes of learning through small group structures. So that student’s work together, to maximize their own and each other learning. However, most reach finding point to the positive influence loss of group learning on academic performance, social behavior and affective development, they are difficult in many educational institutions in practicing this system of instruction method in classroom, especially in language classroom.Since group discussion is a system of concepts teaching and learning method helps students to be participatory. Many researchers conduct a study about a cooperative learning. From those researcher, Slavin [6-8].conducted a research on the effectiveness of cooperative learning on elementary and and secondary schools and researches by Johnson.have included the effectiveness of cooperative group learning in all education levels. The current researcher discusses the limitation gaps in relation to English language. So the researcher wants to conduct this study to fill the gap regarding on assessing the perception and practices of cooperative learning in English language class.

General objective of the study

The main objective of this study was aimed to assess the perception and practice of cooperative learning of English language and literature regular students at Kabridahar University.

Specific objectives of the study

• To assess the students understanding of cooperative leaning
• To identify the learners practice of cooperative leaning in actual classroom
• To assess the attitudes of students, affect the implementation of cooperative leaning

This study would be aimed to answer the following questions:

• How do English major students understand about cooperative learning?
• Do learners practice cooperative learning in actual classroom?
• How does the attitude of students affect the implementation of cooperative learning element?

Research Design

This study employed a combination of both qualitative and quantitative methods to get relevant data relating to know the status of the actual problem in-group learning in English classroom. For qualitative research in the way of interpreting word to word, and for quantitative, percentage will have employed to analyze the respondents’ responses.

Subject of the Study

The subject of the study was English language and literature students and selected English language and literature instructor at KabriDahar University.

Sample and Sampling technique

To obtain reliable data about a given population, it is obvious that using the whole population is better. But to financial and time constraints, a complete coverage of the population is not an easy task. So the researcher was used a lottery sampling techniques for students and purposive sampling techniques for instructors. The total number of English language and literature department students at Kebri Dehar University was 44 in 2021. And 7 groups were present. By using a lottery method, the researcher was taking one group from each class and among 14 English language instructors by using purposive sampling technique the researcher was took 3 instructors because the researcher believe that the are easier to obtain information.

Data Sources

Researcher used primary data sources to collect the data. A primary data source is an original data source which is one in that the data are collected firsthand by the researcher for a specific research purpose. In a primary data, researcher collect information directly from the participant for the specific purpose of their study. Therefore, the present researcher used primary data source to collect relevant information directly from the participant through questionnaires, interviews, and also researcher used document

review to gather additional information from writing instructors who have students’ written document on writing task like assignment, test, quiz and final exam.

Data Gathering Methods

The three data gathering tools such as: questionnaires, observation and interview were used to gather relevant data.

Survey

The data was gathered by using questionnaires for English language and literature students. It was contained close ended type of questions. The researcher was prepared close ended questions to get clear answers from the respondents.

Questionnaires

It helped to gather amount of data and within a short period of time. It offers greater anonymity. The researcher used close ended questions to get full information from the participants of the study.

As a technique it has directness advantage and used to getting real information

Interview

It has high validity helps to clarify complex questions and it is easy to record interview. In addition to these, it is suitable to get direct and it original answer for the provided questions. The researcher used semi structure (structure and unstructured) interview, it was better and used for instructors.

Data Collection Procedures

First, the questionnaires were administered for students in their in normal classroom. The reason for the researcher used questionnaire first is because the researcher expected that administering questionnaire before observation would help to identify the perception and practice of respondents regarding cooperative learning. In addition to these, classroom observation was conducted to check the data gathered through questionnaires is reflect or not. Finally, the interview conducted with teachers regarding on the practice of cooperative learning as well as perception of their learners towards this approach.

Methods of Data Analysis

After gathering the required data, the researcher organized the data and analyzed by using different kinds of analysis methods based on the gathered information. Both qualitative and quantitative data analysis was employed for this study.

Data Analysis and Interpretation

This chapter deals with data analysis and interpretation which was collected through questionnaires observation and interview. The data were canalized and interpreted in table form both frequency and percentage.

Analysis of Students Close Ended Questions

Table 1, item number 1 showed that almost 14(82.35%) of students say yes and they practice group learning inside and outside of regular classes. And also students replied that they practice group issues in any place without library they meet their members in space and other recreational program whether in cafe or other place. 3 (17.65%) of students say no. They believe that group learning is for cleaver students and also for the leaders. In case of this and lack of knowledge, they cannot practice in cooperative learning in English classroom. It is possible to say that majority of the studens participate in cooperative learning activities as English major students to improve their English language skills.

Table 1: Students participate in cooperative learning in English classroom.

Table 1, item number 1 showed that almost 14(82.35%) of students say yes and they practice group learning inside and outside of regular classes. And also students replied that they practice group issues in any place without library they meet their members in space and other recreational program whether in cafe or other place. 3(17.65%) of students say no. They believe that group learning is for cleaver students and also for the leaders. In case of this and lack of knowledge they cannot practice in cooperative learning in English classroom. It is possible to say that majority of the studens participate in cooperative learning activities as English major students to improve their English language skills. Table 2, item number 2 showed that 15(88.23%) of students said yes and 1/3 of them were group leaders 1/3 of them were writer, 1/3 of them were reporter and the remaining 2(11.77%) of students were said no, they were ordinary group members in their respective groups. Is possible to say that more than 1/3 of the students have their own roles in their respective groups. Table 4, item number 4 showed that 82.35% of students said yes and 17.65% of the students said that no. Based on table information is possible to say that more than 1/3 of students replied that group learning can help to develop self confidence in English language. Table 5, item number 5 showed that 70.59% of the students say that practicing cooperative learning in English language has benefits, 29.41% of students replied that it has no benefits. Based on the table information it is possible to say that more than 1/3 of the students replied that practicing cooperative learning has a benefits. Table 6, item number 6 showed that 82.35% of students said yes. So, cooperative learning builds good image in English language as English major students and the remaining 17.65% of students said no. It cannot build good image in English language as English major students. Is possible to infer that more than 1/3 of the students were replied that cooperative learning builds good image in English language.

Table 2: Students have specific role in-group.

Table 3: Typical size of group.

5_7, is possible to say that all group have typical size with 5_7 including group leader

The observation was conducted to all batch English language and literature students in English classroom at 2:30, 4:30 and 5:30 in the morning, on Monday,28/08/2010.The title of the lesson was sentence error: during the observation, the researcher observed every phenomenon that was actually going on in English class teaching method and learning process. In this classroom

observation, most of the students were motivated by their

instructors in order to discuss in-group and answer the questions. In classroom, most of students were discuss in their group each other and other remaining are not discussing with other in the group. Some of the students were silent because they depend by leaders. Majority of the students showing a participation by answering question, writing, and reporting in classroom. All students are not equally participating in-group learning. Instructors gave opportunity for students to practice and participate in-group learning. Furthermore, the students interact face-to-face in-group learning and most of the students has a specific role to play in- group discussion except a few students.

Table 4: Group learning can help to develop self-confidence.

Table 5: Practicing Cooperative learning has benefits.

Analysis of instructors Interview

Item 1: Have you ever used cooperative learning methods in your class to improve students English language skills? Based on interview three of interviewers said yes and explained that apply cooperative learning methods in every class to encourage students in order to share their experience in doing together, the instructor allow students to sit together and make discussion for the sake of subject matter.

Item 2: What are the cooperative learning strategies to develop students English language skills?

Instructor one responded that using an appropriate group size and having a good mode of atmosphere with in a manageable arrangement of students sitting style will have a great role for the success of each group in their academic performance as well as interpersonal interaction. Both second the third interviewees added that arranging the seat of the group: that is comfort for classroom discussion and presentation as well as random questioning to the students and peer group discussion is a vital activity of the instructors to make students effective and active participants.

Item 3: What are the students’ reactions while you use cooperative learning method? Are the they happy or not?

Both the respondent said that the majority of students were interested to learn in group learning way to help each other. These students have positive attitude towards group learning when the instructors allow them sit together and order them in particular issue. But few of students are not interested to learning in group learning way to help each other’s and they believed that it waits their time and make the loaded for them.

Item 4: What are the roles of instructors to improve students’ participation in cooperative learning in English class?The first respondent said that the roles of instructors to improve student’s participation in Cooperative learning in English class giving or facilitates the group asking different questions in each group. Both the second and the third interviewees added that arranging the seat of the group, giving them extra activities to participate in their group and helping them in making micro teaching, presenting as well as reinforce or motivates them and avoid negative comments.

Item 5: Would you have some extra comments about cooperative learning in English language classroom?

For the above item, all instructors have positive attitude to encourage their students in the way of group learning in English classroom. They have recommended that cooperative learning has great advantages to be an effective learning in English and if they have willing to learn in cooperative learning they are make their self-active.

Based on the data analysis made in chapter four, the following conclusion had been made. Regarding to learner’s perception toward cooperative learning the data showed that students had good image over cooperative learning to improve their English language proficiency and to cooperate each other’s. Even though their knowledge on cooperative learning was one part of their perceptions, as the finding indicated that the majority of students’ perceived cooperative learning willingly. But a few of students ‘are not participate by their interest. Regarding to learners practice on the elements’ of cooperative learning in the actual classroom, the finding indicated that the magnitude of practicing the concept of cooperative learning in classroom was to be good in every point’s whether in doing assignment or discussion in group. Some of the elements of cooperative learning, such as group processing, face-to-face interaction were applied. That means most of the elements of group learning like group formation, individual accountability and self-confidence were applied in good way in their group activities. On the other hand, the finding of the study indicated that the positive perception of the students towards cooperative learning develops the appropriate practice of the basic elements or concept of group learning were practiced as the way they should been practiced and the practice was nearly to the theory tells as in the review of related literature are less in actual classroom. n generally majority of the students practice in one to five cooperative learning in their English classroom in good way except a few students.

Table 6: Cooperative learning build good image in English language.

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