INTERACTIVE APPROACHES TO TEACHING BASIC ENGLISH IN ELEMENTARY SCHOOLS A MIXED-METHOD ANALYSIS OF TECHNOLOGY INTEGRATION AND COLLABORATIVE LEARNING
PENDEKATAN INTERAKTIF PANGAJARAN BAHASA INGGRIS DASAR DI SEKOLAH DASAR: ANALISIS METODE CAMPURAN INTEGRASI TEKNOLOGI DAN PEMBELAJARAN KOLABORATIF
Keywords:
language acquisition, elementary education, collaborative learning, technology integration, communicative approachAbstract
This study investigates the effectiveness of innovative interactive ap-proaches to teaching basic English language skills in elementary schools. Using a mixed-method research design, the study analyzed data from 168 students and 12 teachers across six elementary schools. The research examined the impact of technology-enhanced collaborative learning envi-ronments on students' English language proficiency development, focusing on vocabulary acquisition, pronunciation skills, and communicative compe-tence. Results indicate that integrating digital tools with collaborative learn-ing strategies significantly improved students' English language acquisition compared to traditional teaching methods, with a 27.3% higher achieve-ment rate in vocabulary retention and a 31.8% improvement in communi-cative skills. The findings further suggest that teacher-facilitated peer in-teraction, when combined with appropriate technology, creates an optimal learning environment for young English language learners. This research contributes to the growing body of knowledge on effective pedagogical approaches for elementary English language education by providing em-pirical evidence for the effectiveness of interactive, technology-enhanced teaching methods in diverse classroom settings.
Downloads
References
Brown, H. D., & Lee, H. (2018). Teaching by principles: An interactive approach to language pedagogy (5th ed.). Pearson Education.
Cameron, L. (2021). Teaching languages to young learners (2nd ed.). Cambridge University Press.
Chapelle, C. A., & Sauro, S. (2023). The handbook of technology and second language teaching and learning (2nd ed.). Wiley-Blackwell.
Creswell, J. W., & Clark, V. L. P. (2023). Designing and conducting mixed methods research (5th ed.). SAGE Publications.
Dörnyei, Z. (2020). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies (3rd ed.). Oxford University Press.
Ellis, R. (2020). Task-based language teaching: Theory and practice. Cambridge University Press.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2020). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 33(1), 70-105.
Hwang, W. Y., & Chen, H. S. L. (2023). Effects of a mobile game-based English vocabulary learning app on learners' perceptions and achievement. Educational Technology & Society, 26(1), 175-188.
Johnson, D. W., & Johnson, R. T. (2019). Cooperative learning: The foundation for active learning. In S. M. Brito (Ed.), Active learning - Beyond the future (pp. 59-73). IntechOpen.
Krashen, S. D. (2021). The input hypothesis: Issues and implications (Anniversary ed.). Laredo Publishing.
Lantolf, J. P., & Poehner, M. E. (2022). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide (2nd ed.). Routledge.
McKay, S. L. (2022). Researching second language classrooms (2nd ed.). Routledge.
Motteram, G. (2020). Teaching and technology: Case studies from language classrooms. British Council.
Muhsyanur. (2021). Pemodelan dalam pembelajaran mendesain pembelajaran menjadi berkarakter dan berkualitas. Forum Silatuhrami Doktor Indonesia (FORSILADI).
Nunan, D. (2020). Teaching English to young learners (2nd ed.). Routledge.
Philp, J., & Duchesne, S. (2021). Exploring engagement in tasks in the language classroom. Annual Review of Applied Linguistics, 41, 141-160.
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (2020). Language learners' interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly, 54(2), 289-315.
Pinter, A. (2021). Teaching young language learners (3rd ed.). Oxford University Press.
Prensky, M. (2021). Digital game-based learning (Revised ed.). Paragon House.
Richards, J. C., & Rodgers, T. S. (2020). Approaches and methods in language teaching (4th ed.). Cambridge University Press.
Shin, J. K., & Crandall, J. (2019). Teaching young learners English: From theory to practice (2nd ed.). National Geographic Learning.
Spada, N., & Fröhlich, M. (2021). Communicative orientation of language teaching observation scheme: Coding conventions and applications (3rd ed.). Multilingual Matters.
Thorne, S. L., & Black, R. W. (2023). Language and literacy development in computer-mediated contexts and communities. Annual Review of Applied Linguistics, 43, 140-159.
Tomlinson, B. (2019). Developing materials for language teaching (3rd ed.). Bloomsbury Academic.
Warschauer, M., & Meskill, C. (2021). Technology and second language teaching. In J. M. Norris & L. Ortega (Eds.), Handbook of research in second language acquisition (pp. 421-438). Routledge.
Webb, S. (2022). Learning vocabulary in another language (3rd ed.). Cambridge University Press.
Yang, Y. F., & Wu, W. C. (2021). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 172, 104212.
Zheng, D., Young, M. F., Wagner, M. M., & Brewer, R. A. (2022). Negotiation for action: English language learning in game-based virtual worlds. Modern Language Journal, 106(1), 126-147.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Sahayu Purwati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
