Isolating Factors Which Hamper the Practice of Group Work Assignment in Foreign Language Classroom: SodoBer Secondary School Grade Nine in Focus

Abstract

The purpose of the study was to isolate factors that hamper the practice of group work assignment in foreign language classroom. The study was conducted in SodoBer Secondary School in the case of grade nine. To attain this objective, Mixed Method Research Design was used. Both quantitative and qualitative analysis methods were used. The participants of the study were seven purposively selected English language teachers from grade nine. In addition, one hundred forty four grade eleven students were randomly selected for the study. The required data for the study were collected using questionnaire, semi-structured interview and focus group discussion. The result indicated that teachers’ and students’ did not realize the practice of group work assignment because there were various factors that hampered the practice of group work assignment in foreign Language classroom in SodoBer Secondary School. These include: students’ poor background experience, students’ poor participation, reliance of low achievers on high achievers, unpunctuality and lack of sufficient materials. Moreover, the findings pointed toward that many English language teachers did not check the participation of the students properly because the students have lack of interest and motivation; large numbers of the students in the classroom, students are less effective in language ability and teachers overloaded work. Based on the findings suitable recommendations were made.

Keywords: Group work, factors, assignment, assessment, Isolation