ANALYSIS OF SPEAKING ACTIVITIES OF GRADE NINE ENGLISH FOR ETHIOPIA TEXTBOOK BASED ON PRINCIPLES OF COOPERATIVE LEARNING

Abstract

The main purpose of this study was to evaluate the speaking activities in grade nine English textbook based on elements of Cooperative Learning. It basically focused on whether the speaking activities promote cooperative learning or not. The study employed qualitative and quantitative method. The data for the study were gathered through textbook analysis and classroom observation. The subjects of this study were four grade nine English language teachers of Edget Feleg high school and all of speaking activities in grade nine textbook. The collected data were analyzed qualitatively based on the principles of cooperative learning that were adapted from Johnson and Johnson (1992) and Cunningsworth (1994). The majority of speaking lessons in the textbook were presented in pair and group work form, but most of them do not have division of labor, so it could not give chance for learners to practice and develop leadership ability and decision making. However, most of the activities included in the textbook create the habit of working together for common goal and caring about each other's learning. The majority of the speaking activities in the textbook encourage face-to-face interaction and also positive interdependence encouraged with the majority of activities. Few speaking activities encourage the principle of group processing, social skills and individual accountability. The conclusion in the study is that the textbook include different types of speaking activities, but they are not equal in number, so the textbook partially fulfill the criterion set for the principle of cooperative learning except face-to-face interaction and positive interdependence. Thus, it is recommended that textbook writers should adjust the speaking activities in the textbook in a way that encourage the principles of CL.