Cooperative Learning Practice in Primary EFL Classrooms: Teachers’ Perspective on Benefits and Challenges

Ni Wayan Sri Sukasih; I Gde Putu Agus Pramerta; Anak Agung Putri Maharani

doi:10.55681/jige.v7i3.6440

Authors

Ni Wayan Sri Sukasih Universitas Mahasaraswati Denpasar, Indonesia
I Gde Putu Agus Pramerta Universitas Mahasaraswati Denpasar, Indonesia https://orcid.org/0009-0008-2132-1926
Anak Agung Putri Maharani Universitas Mahasaraswati Denpasar, Indonesia https://orcid.org/0009-0008-2132-1926

DOI:

https://doi.org/10.55681/jige.v7i3.6440

Keywords:

cooperative learning, Primary EFL, Teachers' Perspectives, Classroom Challenges

Abstract

This study explores teachers’ perspectives on the implementation of cooperative learning in primary English as a foreign language (EFL) classrooms and the strategies employed to address related challenges. Using a qualitative research approach with a descriptive qualitative design, data were collected through classroom observations and semi-structured interviews with twelve English teachers from SD Negeri 13 Sesetan, Bali. The collected data were analyzed using thematic analysis, which involved data familiarization, coding, categorizing, and interpreting recurring themes related to teachers’ experiences, challenges, and strategies in implementing cooperative learning. Triangulation between interview and observation data was also conducted to ensure the credibility and consistency of the findings. The findings reveal several major challenges categorized into pedagogical, contextual, and student-related issues. Pedagogically, teachers struggled to manage heterogeneous student abilities, unequal participation, and classroom management during group activities. Contextual challenges included limited instructional time, inadequate classroom space, and insufficient teaching resources, which affected the effectiveness of cooperative learning implementation. In addition, student-related challenges such as inconsistent use of English and low self-regulation hindered productive interaction during collaborative activities. To address these issues, teachers implemented various strategies, including structured grouping, role assignment, cooperative learning techniques, interactive teaching materials, and continuous emotional support for students. These findings indicate the importance of effective instructional planning, classroom management, and institutional support in optimizing cooperative learning practices. This study contributes to the growing body of research on cooperative learning and primary EFL education by providing practical insights into how teachers adapt cooperative learning strategies to EFL classrooms.

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