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Guiding Young Minds: The Role of English Teacher in Shaping Young Learners' English Learning Collaboration

Kinanti, Elwana Setita (2026) Guiding Young Minds: The Role of English Teacher in Shaping Young Learners' English Learning Collaboration. Skripsi, Tarbiyah dan Keguruan.

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ABSTRAK.pdf

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ABSTRAK

Collaborative learning is one of the approaches widely used in English language teaching, especially for elementary school students, because it can encourage interaction, communication, and students’ social development. However, the success of collaborative learning depends greatly on the teacher’s role and the classroom learning context. This study aimed to examine the teacher’s role in supporting collaborative learning in English language teaching at the elementary school level and to identify the various challenges faced in its implementation. This study employed a qualitative approach with a single case study design. The participant of this study was an English teacher who taught elementary school students. The data were collected through semi-structured interviews and classroom observations. The data were analyzed using thematic analysis, which involved data familiarization, coding, theme development, and data interpretation. The findings showed that the teacher supported collaborative learning through designing student centered learning activities, emphasizing the learning process, providing clear instructions, and offering emotional support to students. Collaborative learning had a positive impact on students’ confidence, participation, and social interaction, especially for students who were previously passive or were anxious in using English. However, the teacher also faced several challenges, such as differences in students’ levels of activeness, limitations in monitoring group work, students’ limited attention span, and time constraints in learning activities. Based on these findings, this study concluded that collaborative learning can be effectively implemented in elementary school English language teaching when the teacher plays an active role as a facilitator, classroom manager, and emotional supporter. Teachers’ pedagogical competence and institutional support are important factors in the successful implementation of collaborative learning.

Item Type: Skripsi
Subjects: L Education > L Education (General)
Divisions: Fakultas Tarbiyah dan Keguruan > Tadris Bahasa Inggris
Depositing User: Sri YF
Date Deposited: 13 May 2026 07:32
Last Modified: 13 May 2026 07:32
URI: http://idr.uin-antasari.ac.id/id/eprint/30995

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