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COLLABORATIVE DISCUSSION IN VOCABULARY 

LEARNING THROUGH SHORT STORIES: STUDENTS’ 

PERCEPTIONS IN AN INDONESIAN EFL CONTEXT 

Astuti Alawiyah1* & Yanti Rosalinah 2 
Universitas Bina Sarana Informatika, Jakarta, Indonesia 

 
alwyhasti22@gmail.com 

 

ABSTRACT 

Vocabulary acquisition is a major challenge in learning English as a Foreign Language (EFL), 
but research exploring students' perceptions of vocabulary learning through collaborative 
discussion is still limited. This study explores the perceptions of students at SMP Harapan 
Cibitung regarding vocabulary learning through short stories using a collaborative 
discussion approach. Using a descriptive qualitative method, three participants from grade 
IX (high, medium, and low levels) were interviewed and observed. The results of the study 
show four main findings: 1) Students applied gradual scaffolding at three levels of ZPD 
(individual-peer-teacher); 2) Collaborative discussion resulted in psychological 
transformations including cognitive changes (from not understanding to understanding), 
affective changes (from doubt to confidence), and social changes (from individual to group); 
3) Functional vocabulary was used to understand the story content and communicate; 4) 
Learning took place through the construction of shared knowledge, which included 
horizontal scaffolding, dialogic learning, and affective solidarity. These findings indicate that 
vocabulary learning through short stories with collaborative discussion is a comprehensive 
process involving gradual stages, social cooperation, and the use of functional vocabulary. 
This study provides practical implications for teachers in applying a gradual scaffolding 
model and creating a learning environment that supports students' psychological 
transformation. 

Keywords: Collaborative Discussion, Student Perception, Short Stories 

INTRODUCTION 

Learning English as a Foreign Language (EFL) is essential because a well-developed 

vocabulary underpins effective communication and reflects overall proficiency in a second 

language (Wei & Hu, 2025). Vocabulary is fundamental to developing the four core language 

skills: reading, writing, listening, and speaking. Beyond facilitating successful 
communication (Kusumawati & Arifin, 2024) a strong vocabulary foundation is critical for 

academic achievement, as students with limited vocabulary may struggle to make 

meaningful progress in their studies (Zeng et al., 2025). 

Learning English as a Foreign Language (EFL) involves more than simply memorizing 

a large number of words. Students must also be able to use vocabulary efficiently and 

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appropriately across reading, writing, and speaking tasks (Al-othman, 2025; Zuhairi & 

Mistar, 2023). Both the frequency of exposure to new words and the attention given to them 

play a critical role in acquiring new vocabulary. Accordingly, engaging in careful reading, 

analyzing context, and exploring word meanings can enhance learners’ understanding and 

retention of familiar vocabulary (Nation, 2015). 

Vocabulary development can be effectively enhanced through the use of structured 

vocabulary learning strategies (VLS). Approaches such as contextual inference, keyword 

techniques, and concept mapping have been demonstrated to support students in retaining 

and revisiting vocabulary (Ayana et al., 2024). The choice of strategy is influenced by 

educational level, with graduate students tending to employ metacognitive approaches, 

while undergraduates more often rely on persistence and memorization strategies (Ghalebi 

et al., 2020). Furthermore, mastery of vocabulary promotes lexical awareness, encompassing 

curiosity, engagement, and a positive attitude toward newly acquired concepts (Simonnet et 

al., 2024). Both teachers and EFL learners recognize that a broad vocabulary is as 

fundamental as proficiency in speaking, writing, and comprehending a second language 

(Alshumrani, 2024). 

Instructional approaches play a critical role in determining the effectiveness of 

vocabulary acquisition. Collaborative learning (CL) has been shown to be particularly 

effective, as it engages students in working together to study content and achieve shared 

learning objectives (Li, 2025). Grounded in Vygotsky’s sociocultural theory, this approach 

underscores the significance of social interaction in both language and cognitive 

development. Through collaborative learning, students can access peer guidance while 

actively participating in the construction of knowledge.  

Research has shown that collaborative learning can improve academic achievement 
more effectively than individual study (Dinh, 2025). Students tend to feel more confident and 

engage more actively in group discussions, which also supports the development of critical 

thinking skills (Garces et al., 2024; Tsai, 2025). Instruction that incorporates scaffolding and 

self-assessment can further enhance motivation and reduce learning-related anxiety (Abdel 

et al., 2023). Within collaborative groups, students have the opportunity to master content 

more effectively, strengthen their cognitive abilities, and cultivate greater independence as 

learners (Wijaya et al., 2021). Collaborative learning in the digital era is increasingly 

enriched by the integration of technology. Mobile-Assisted Collaborative Learning (MACL) 

utilizes digital tools to enhance students’ digital literacy while fostering greater 

independence in learning (Yuan et al., 2025). Evidence indicates that technology-supported 

vocabulary learning significantly improves students’ engagement, retention, and capacity for 

autonomous learning (Simonnet et al., 2024). Beyond vocabulary development, 
collaborative learning in contemporary contexts nurtures essential twenty-first-century 

skills, including effective communication, teamwork, and critical thinking, preparing 

students to participate actively and thoughtfully in a connected world.  

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Short stories offer an engaging and effective way to learn new vocabulary by providing 

authentic contexts that make word usage meaningful. Through narrative texts, students can 

naturally understand the meaning and application of vocabulary within relevant and 

realistic situations (Benabbes & AbdulHaleem Abu Taleb, 2024). Unlike isolated vocabulary 

drills, short stories immerse learners in rich contexts, enabling them to comprehend and use 

words in practical, real-life scenarios.  

Research indicates that short stories serve as an effective medium for vocabulary 

instruction. Integrating short stories into learning activities can enhance students’ 

motivation, engagement, and overall language comprehension (Bhatti et al., 2022). Story 

based learning has been shown to improve vocabulary retention by up to eighty percent, 

largely due to increased attention and emotional investment in the material (Ali Mansoor et 

al., 2023). Moreover, short stories contribute to students’ cultural understanding and overall 

reading proficiency (Rosales, 2025). Thus, short stories function not merely as reading 

material but as a powerful tool for developing language fluency, cultural awareness, and 

social interaction in English as a Foreign Language (EFL) contexts.  

While many studies have explored vocabulary teaching techniques, the majority have 

concentrated on the teacher’s role or on quantitative outcomes, often overlooking students’ 

perspectives and lived experiences (Khoirunnisa et al., 2025; Rosales, 2025). To gain a fuller 

understanding of how students engage with the learning process and the factors that shape 

their motivation and success, it is vital to explore their viewpoints (Alshumrani, 2024). 

Adopting a student-centered approach allows researchers to capture the nuanced, subjective 

experiences of learners throughout the vocabulary acquisition process.  

Digital literacy is also becoming increasingly vital within contemporary language 

learning. It plays an important role in strengthening learners’ language competence (Bacalja 
et al., 2022). Other studies similarly assert that digital approaches can enrich students’ 

educational experiences (Zakir et al., 2025). Digital literacy is positively linked to student 

motivation and academic achievement (Li, 2025). Nevertheless, the integration of digital 

literacy in language learning in Indonesia still encounters various challenges. The most 

pressing concern involves the effective implementation of collaborative strategies.  

Therefore, this study was conducted at SMP Harapan Cibitung with the primary 

objective of examining students’ perceptions and experiences of vocabulary acquisition 

through collaborative discussions centered on short stories. To achieve this aim, the study 

focuses on three key research questions. The first explores how students perceive the role 

of collaborative discussion in supporting vocabulary learning through short stories. The 

second investigates the types of learning processes students undergo when participating in 

discussion-based short story reading activities. The third examines the psychological and 
social transformations that may occur as students engage in collaborative vocabulary 

learning. 

This study is distinctive in its qualitative, student-centered orientation, emphasizing 

learners’ subjective experiences rather than solely relying on teacher observations or 

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quantitative measures. By foregrounding students’ voices, the research seeks to generate 

deeper insights into how collaborative discussion can shape vocabulary development. More 

broadly, the findings aim to provide educators with practical perspectives for designing 

language instruction that is more contextual, responsive to learners’ needs, and aligned with 

the demands of the digital era. 

METHODS 

Research Design 

This study employed a descriptive qualitative design to investigate students’ 

perceptions and experiences of vocabulary learning through collaborative discussions using 

short stories. This design was chosen because it allows the researcher to capture 

participants’ experiences in their natural context and to present their perspectives clearly 

and accurately. The aim of this research was not to test hypotheses or quantify variables, but 
to understand how students interpret and engage with vocabulary-learning processes in the 

classroom. A qualitative descriptive approach also enabled the researcher to represent the 

views of students with varying English proficiency levels while maintaining the authenticity 

of their responses. 

Participants and Sampling 

The participants were ninth-grade students at SMP Harapan Cibitung, consisting of 26 

learners aged 14–15. Purposive sampling was used to select a class that had previously 

participated in vocabulary learning through short stories and collaborative discussions. 

From this class, three students representing low, intermediate, and high proficiency levels 

were selected as the focal participants. This sampling strategy aligns with qualitative 

research principles, which prioritize depth over breadth and seek information-rich cases 

that can provide detailed insights. The selected students were considered capable of 

articulating their learning experiences clearly and contributed diverse perspectives based 

on their skill levels. 

Rationale for Participant Selection 

The decision to focus on three participants was grounded in the qualitative research 

principle that emphasizes depth of understanding rather than generalizability. Sample size 

in qualitative studies is determined by information richness, and in this case, the participants 

were deliberately chosen to reflect different proficiency levels relevant to the research 

context. The inclusion of low-, intermediate-, and high-proficiency students provided a range 

of perspectives and enabled the researcher to identify both similarities and differences in 
vocabulary-learning experiences. This maximum variation sampling allowed for a more 

comprehensive exploration of the phenomenon without the need for a large number of 

participants. 

Research Location and Duration 

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The study was conducted at SMP Harapan Cibitung, West Bandung, during the even 

semester of the 2024–2025 academic year. Data collection took place over two months, from 

August to September 2025. This timeframe allowed students to engage in short story–based 

vocabulary instruction before being asked to share their perceptions. 

Data Collection Techniques 

Data were collected through semi-structured interviews, classroom observations, and 

documentation. Semi-structured interviews lasting approximately ten minutes were 
conducted individually with each participant in Indonesian to ensure clarity and comfort. 

Classroom observations were carried out on four separate occasions to examine student 

participation, interaction patterns, and the overall learning environment during discussion-

based activities. In addition to interviews and observations, documentation such as visual 

records and field notes was collected to support and verify the primary data. 

Research Procedures 

The research began with coordination between the researcher, the school, and the 

English teachers to explain the study’s purpose and schedule. Interview guides and 

observation sheets were prepared prior to data collection. Classroom observations were 

conducted first, followed by individual interviews with the three selected students. Each 

interview was conducted separately to allow participants to express their thoughts freely. 

Throughout the data collection period, the researcher also documented relevant classroom 

activities to supplement observational findings. 

Data Sources 

Primary data consisted of students’ verbal responses during interviews and their 

observable behaviors during classroom discussions. Secondary data included 

documentation of learning activities and researcher field notes, which helped contextualize 

and corroborate the primary data. These combined sources provided a comprehensive 

depiction of students’ experiences. 

Data Analysis Techniques 

Data were analyzed using qualitative content analysis. The researcher first read the 

interview transcripts and observation notes multiple times to develop a holistic 

understanding of the dataset. Relevant segments were coded according to the research 

questions, and these codes were then grouped into categories and themes while preserving 

the participants’ original expressions whenever possible. Triangulation across interviews, 

observations, and documentation enhanced the credibility and authenticity of the findings. 
All analyses were conducted manually. 

Research Ethics Considerations 

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Approval for the study was obtained from SMP Harapan Cibitung prior to data 

collection. Written consent was secured from parents or guardians, and students were 

informed about the purpose and procedures of the study, including their right to withdraw 

at any time without consequence. To ensure confidentiality, pseudonyms were used in 

reporting data, and no personal identifiers were disclosed. All data, including observation 

notes and interview recordings, were stored securely and accessed only by the researcher. 

Data collection activities were conducted without disrupting regular classroom instruction, 

and participation was voluntary and uncompensated. All procedures adhered to established 

ethical standards for educational research involving human participants. 

RESULTS 

The researcher conducted in-depth interviews and observations as the primary 

methods of data collection, followed by a thematic analysis to interpret the findings. A 

detailed coding process was also carried out to distill participants’ perceptions with greater 

clarity and nuance. This approach aimed to ensure the authenticity and coherence of each 

element within the instrument’s theoretical framework. All participant responses were 

systematically coded and organized into thematic categories that best reflected their 

perspectives.  

This study uses a qualitative method in which data collection is analyzed using 
Creswell's theory (2012). The steps taken were as follows: first, preparing and organizing 

the data; second, reading all of the data to obtain general information; third, grouping the 

data into several categories; fourth, finding patterns and themes; fifth, presenting and 

reporting the findings; sixth, describing and discussing the meaning of the findings. The final 

stage of qualitative data analysis was analyzing and responding to the results.  

Based on this, the researcher used a non-probability sampling technique, namely 

purposive sampling, in which the researcher deliberately selected subjects deemed relevant 

for the study (Subhaktiyasa, 2024). The subjects were categorized into three levels, namely 

higher level, medium level, and lower level. The processes involved led the researcher to 

identify four main points based on the problems that arose.  

Gradual Scaffolding in the Learning Process (Self, Peer, Teacher)  

Based on the results of the interviews and observations, the three students 

representing high, moderate, and low proficiency levels showed a consistent pattern in 

dealing with unfamiliar vocabulary in the short story. They began by attempting to interpret 

the meaning independently, then sought support from peers who had already understood 

the term when difficulties persisted, and finally turned to the teacher when the meaning 

remained unclear. The observations also revealed that the students displayed genuine 

initiative, particularly when they asked for further clarification on explanations they felt they 

had not yet fully understood.  

Independent Learning Through Context-Based Guessing  

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Student 1 reported a preference for first noting unfamiliar vocabulary and then 

attempting to infer its meaning, stating: “When I encounter a new word, I immediately write 

it down and sometimes look up its meaning. Occasionally, I try to guess it.” Student 2 described 

a similar strategy, explaining: “I usually try to guess the meaning on my own.”  

These observations suggest that students actively engage with the text, striving to 

construct meaning from contextual cues and demonstrating an initiative to understand new 

vocabulary independently.  

Collaborative Discussion with Peers  

When students were unable to determine the meaning independently, they engaged in 

discussions with their peers. Student 3 explained: “I will discuss it with a friend,” while 

Student 1 similarly noted: “I immediately ask a friend.”  

These findings suggest that peers function as a secondary source of scaffolding, 

providing support through the exchange of knowledge and collaborative efforts to enhance 
comprehension.  

Consultation with the Teacher  

All three students demonstrated a consistent pattern in which, when peer discussions 

failed to provide a clear or accurate understanding, they sought guidance from the teacher. 

Student 1 explained: “When I encounter difficulties, I will ask the teacher.” Student 2 stated: 

“If I am mistaken or still do not understand, I ultimately consult the teacher.” Student 3 

added: “When I do not understand, I ask the teacher directly.”  

These findings underscore the teacher’s role as the ultimate source of scaffolding, 

providing expert support that enables students to achieve precise and meaningful 

comprehension.  

These findings can be understood through the lens of gradual scaffolding, consistent 

with Vygotsky’s Zone of Proximal Development (ZPD) theory, which emphasizes that 

learning emerges through guidance and support from more knowledgeable others. In this 

study, students progressed through three levels of ZPD: (1) the Individual ZPD, exemplified 

by students’ attempts to infer meaning independently; (2) the Peer ZPD, reflected in their 

collaborative discussions with classmates; and (3) the Teacher ZPD, demonstrated when 

they sought clarification from the teacher. This process illustrates that students were not 

passive recipients of knowledge, but rather active participants who engaged in a deliberate, 

stepwise approach to problem-solving and meaning-making.  

  

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The Impact of Collaborative Discussion on Students’ Confidence and Motivation  

The findings from interviews and observations revealed that all three students 

experienced notable growth in both confidence and comprehension of the short story 

through collaborative discussions. While some students initially displayed hesitation, their 

self-assurance increased after receiving supportive encouragement from the teacher. 

Furthermore, the students consistently demonstrated mutual respect, as reflected in their 

careful listening and thoughtful consideration of each other’s viewpoints, highlighting a 

positive and inclusive learning environment.  

Cognitive Transformation: From Not Understanding to Understanding  

Student 2 reflected: “After the discussion, I felt that I understood much better; for 

instance, before the discussion, I did not know, but afterward, I was able to grasp even the finer 

details.” This illustrates that collaborative discussions can meaningfully support students 

facing difficulties in vocabulary comprehension, fostering not only basic understanding but 

also a deeper, more nuanced grasp of the material.  

Affective Transformation: From Hesitation to Confidence  

Student 1 expressed: “I became more confident because I felt more certain about the 

short story.” In a similar vein, Student 3 reflected: “I gained significant confidence; my 

understanding improved, and the discussion helped clarify the concepts and information I was 

reading.” These findings suggest that collaborative discussions contributed not only to the 

enhancement of students’ cognitive comprehension but also to the development of their self-

confidence, highlighting an important affective transformation alongside their intellectual 

growth. 

Social Transformation: From Individual to Group Learning  

The observations indicated that students who initially approached learning 
individually gradually transitioned to collaborative group learning. This shift was reflected 

in their mutual support and cooperative interactions, as they worked together to achieve 

shared understanding. The classroom atmosphere became more vibrant and participatory, 

with students actively exchanging knowledge and engaging in meaningful dialogue, thereby 

fostering a sense of community and collective responsibility in the learning process.  

These findings can be understood through Lave and Wenger’s concept of Legitimate 

Peripheral Participation, which emphasizes that meaningful learning occurs when students 

actively engage within a Community of Practice. Collaborative discussions fostered a 

supportive and encouraging classroom environment, allowing students to express their 

ideas, share perspectives, and seek assistance with increased confidence (Ariffin, 2021; Lin, 

2019). Within this framework, the teacher serves as a facilitator who provides motivation, 

while students’ self-assurance develops through interactive engagement and the mutual 
support offered by their peers.  

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Vocabulary as a Strategy for Comprehending Meaning  

The interview findings revealed that students used vocabulary not only as a means of 

communication but also as a strategic tool to deepen their understanding of the short story, 

indicating that vocabulary learning went beyond simple memorization. Observations further 

showed that students were able to explain the meaning of words to support their 

comprehension of the text. In addition, students actively applied new vocabulary in 

sentences they created and incorporated it into their daily conversations, demonstrating a 

meaningful and practical engagement with language.  

Expanding Vocabulary and Knowledge Through Reading Short Stories  

Student 1 reflected: “After reading the short story, I was able to learn new vocabulary 

that I had not known before, and it also broadened my knowledge.” Student 2 shared a 

similar experience, noting: “Reading short stories in class was very enjoyable and helped me 

develop a deeper understanding of the material.”  

These reflections indicate that engaging with short stories not only supports 

vocabulary acquisition but also enriches students’ knowledge, allowing them to explore and 

understand the diverse themes embedded within the texts.  

Applying Functional Vocabulary in Context  

Observations revealed that students interpreted vocabulary meaningfully within the 

context of the story, rather than relying solely on literal definitions. For instance, when 

encountering the word “believed,” students understood its significance within the narrative, 

beyond simply translating it as “percaya.” This demonstrates that students actively engaged 

with the language, applying new vocabulary in their own sentences and incorporating it into 

daily conversations, reflecting a practical and purposeful use of language in meaningful 

contexts.  
These findings can be understood through Lewis’s (1993) Lexical Approach and the 

theory of Incidental Vocabulary Acquisition, which highlight that students naturally expand 

their vocabulary through meaningful reading activities. Interacting with short stories offers 

students the opportunity to encounter and comprehend words within their authentic 

contexts. This perspective is consistent with research demonstrating that effective 

vocabulary mastery allows students to acquire new words both explicitly and implicitly 

(Silfani, 2023). 

Social Dynamics in the Construction of Shared Knowledge 

The interview findings indicated that all three participants acknowledged the 

important roles played by both the teacher and their peers during discussions. The teacher, 

however, was perceived as particularly supportive due to the depth, accuracy, and clarity of 

the explanations provided, which facilitated students’ understanding. Observations further 
confirmed that students engaged in meaningful interaction and collaboration throughout the 

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learning process. They distributed group tasks equitably, assisted peers in comprehending 

new vocabulary, and consistently demonstrated respect by listening to and thoughtfully 

responding to one another’s contributions.  

 

Horizontal Scaffolding (Peer-to-Peer)  

Student 1 shared: “In my experience, discussions with my peers are the most helpful, but 

when they are also unsure, I turn to the teacher for guidance.” This pattern highlights how 

students who have a solid grasp of certain terms can assist their peers in understanding 

concepts they are less familiar with. Through this process, students actively engage in the 

collaborative exchange of knowledge, supporting each other’s learning and fostering a 

shared understanding (Chairinkam, 2021) 

Dialogic Learning  

Student 2 reflected: “Both my peers and the teacher play important roles. I do not feel 

hesitant to ask my friends repeatedly, even though their answers are not always accurate. 

When I consult the teacher, however, the explanations are consistently precise.”  

Engaging in discussions with peers allows students to collaborate meaningfully and 

develop a collective understanding. This dialogic learning unfolds in two complementary 

ways: through the teacher’s guidance and through interactive exchanges among students, 

highlighting the value of both expert input and peer collaboration in the learning process 

(Chairinkam, 2021). 

Affective Solidarity  

Student 3 shared: “Offer sincere praise to those participating in discussions so they feel 

more motivated.” This form of emotional support reflects students’ willingness to assist one 

another and to respect each other’s perspectives. Such interactions contribute to a more 

enjoyable and comfortable learning experience, fostering a classroom environment that is 

inclusive and welcoming for all participants engaged in meaningful dialogue (García-carrión 

et al., 2020). 

These findings suggest that the classroom is not merely a space for individual 

competition, but rather a collaborative environment for knowledge construction, where 

social interactions enhance collective understanding. Three primary patterns emerged from 

the study: (1) horizontal scaffolding, in which students actively support each other; (2) 

dialogic learning, characterized by the reciprocal exchange of knowledge among peers; and 

(3) affective solidarity, which nurtures a positive, supportive, and engaging learning 

atmosphere.  

Learning new vocabulary through short stories unfolds gradually and is facilitated by 

the support of others. The scaffolding process begins with students attempting to infer the 
meaning of words independently, followed by collaborative discussions with peers, and 

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ultimately seeking clarification from the teacher when needed. Engaging in this collaborative 

process not only motivates students but also enhances their confidence in using the 

language. Rather than simply memorizing vocabulary, students actively apply new words to 

deepen their understanding of the text. The mutual support and encouragement among 

students cultivate a cooperative learning environment, rendering the learning experience 

both meaningful and engaging. 

DISCUSSION 

This study identified four key insights into students’ perceptions of vocabulary 

development through short stories. The following section will examine these findings in 

relation to relevant theoretical frameworks and situate them within the context of existing 

research.  

Gradual Scaffolding in the Learning Process (Self-Peer-Teacher)  

The findings of this study reveal that students acquire vocabulary in a progressive 

manner across varying proficiency levels, beginning with independent attempts to infer 

meaning, followed by collaborative discussions with peers, and ultimately seeking guidance 

from the teacher. This process is consistent with Vygotsky’s concept of the Zone of Proximal 

Development (ZPD). Three distinct levels of ZPD were identified in this study: the Individual 

ZPD, in which students generate their own interpretations or hypotheses; the Peer ZPD, 
where students engage in collaborative interaction with classmates; and the Teacher ZPD, in 

which students consult the teacher for clarification and deeper understanding.  

These findings align with previous research indicating that Thai EFL students 

employed scaffolding in a progressive manner, with beginner learners relying on procedural 

support and intermediate learners more actively engaging in knowledge sharing and 

questioning (Yawiloeng, 2021). This study further highlights a systematic, three-tiered 

scaffolding pattern initiated by the students themselves rather than directed by the teacher, 

offering a novel insight into student-driven learning processes.  

Moreover, individuals who depend on specific domains are not significantly affected by 

particular forms of collaborative tasks. Conversely, domain-dependent learners tend to 

achieve higher-quality outcomes in collaborative writing activities (Wang, 2020). The 

present study illustrates that a consistent, gradual scaffolding strategy can be successfully 

implemented across students of all levels, irrespective of their cognitive styles, supporting 

both independent and collaborative learning.  

Previous studies have identified six types of effective scaffolding in reading instruction: 

modeling, bridging, contextualizing, schema building, text re-presenting, and metacognition 

(Suryani et al., 2023). This study builds on these findings by showing that scaffolding occurs 

not only vertically, from teacher to student, but also horizontally, among peers, with students 

intentionally selecting the level of support based on their own self assessment.  

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The student-initiated gradual scaffolding approach contrasts with conventional top-

down models. By taking an active role in guiding the scaffolding process, students are able 

to engage more independently, fostering a sense of autonomy and personal responsibility in 

their learning journey.  

Educators can structure learning activities around a three-stage framework: Stage 1 

(Independent Exploration, 5–8 minutes): During this stage, students actively engage in 

understanding new vocabulary on their own, drawing on contextual clues or consulting a 

dictionary as needed. This approach encourages autonomy and fosters students’ capacity to 

make meaning independently. Stage 2 (Peer Discussion, 10 minutes): Students participate in 

small-group discussions, collaboratively exchanging ideas and deepening their 

understanding of the vocabulary. Stage 3 (Teacher Explanation, 5–8 minutes): The teacher 

offers clarification and targeted guidance for any vocabulary that students have not yet fully 

grasped.  

This structured framework supports a gradual transfer of learning responsibility from 

teacher to student, fostering learner autonomy while maintaining a supportive environment 

where guidance is readily accessible.  

The Impact of Collaborative Discussion on Students’ Psychological Transformation  

The findings of this study reveal changes across three interconnected dimensions. 

Cognitively, students progressed from a state of uncertainty to a deeper understanding of 

the material. Emotionally, they experienced a shift from doubt to greater self-confidence. 

Socially, students moved from solitary learning toward active, collaborative engagement. 

These outcomes align with Lave and Wenger’s theory of Legitimate Peripheral Participation, 

which emphasizes that meaningful learning is most effectively achieved through active 

participation within a community of practice.  
Collaborative writing has been found to support the development of productive 

vocabulary, with 63% of students indicating a preference for written formats, as these 

provide time to thoughtfully organize and articulate their ideas (Wang, 2020). This study 

offers an expanded perspective, revealing that collaborative interactions not only enhance 

cognitive outcomes but also contribute to meaningful emotional and social growth.  

Earlier research highlighted that 87.5% of students perceived scaffolding as a factor 

that increased their motivation (Suryani et al., 2023). Building on this, the present study 

suggests that the boost in motivation emerges not simply from general encouragement, but 

through the simultaneous transformation of cognitive, emotional, and social dimensions, 

creating a more holistic learning experience.  

The simultaneous transformation across cognitive, affective, and social dimensions in 

collaborative vocabulary learning represents a novel insight, as such a comprehensive model 

has not been clearly documented in prior EFL research.  

To promote effective peer scaffolding, educators are encouraged to form 

heterogeneous groups that include students with different proficiency levels, allowing them 

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to support one another and exchange knowledge meaningfully. Group diversity enables 

stronger students to assist peers who need additional guidance, while lower-proficiency 

students contribute their own perspectives and benefit from collaborative learning. 

In addition to thoughtful grouping, teachers should implement structured discussion 

protocols to guide student interaction. Activities such as think–pair–share and the use of 

sentence stems can help students articulate ideas more effectively and ensure that all 

learners have equal opportunities to participate. These structured approaches provide a 

clear framework for discussion, reducing confusion and increasing the quality of student 

engagement. 

Creating a supportive learning atmosphere is also essential. Teachers can cultivate 

psychological safety by establishing principles such as “Every opinion is valued,” which 

encourages students to express their thoughts without fear of judgment. When learners feel 

respected and secure, they are more likely to take academic risks, share ideas, and 

collaborate constructively with peers. 

Finally, the use of metacognitive prompts can further enhance students’ learning 

experiences. By asking reflective questions such as, “What strategies are you using to 

understand this short story?” teachers help students become more aware of their thinking 

processes and the techniques they use during reading and discussion. This reflective practice 

fosters greater autonomy and strengthens students’ overall metacognitive awareness. 

Functional Use of Vocabulary  

Students develop vocabulary not simply by memorizing words, but by actively using 

them to understand texts and engage in everyday communication. This process aligns with 

the Lexical Approach (Lewis, 1993) and the concept of Incidental Vocabulary Acquisition, 

both of which highlight that meaningful interaction with language in context fosters deeper 
comprehension and more sustainable learning.  

The systematic patterns of word forms and the richness of contextual cues can 

significantly enhance vocabulary acquisition, particularly in the learning of nouns (Zou & 

Yan, 2019). The findings of this study indicate that students do more than understand 

individual word meanings; they also develop a functional vocabulary repertoire that allows 

them to anticipate the progression of a story and communicate meaningfully in everyday 

situations.  

Peer scaffolding has been found to enhance students’ reading comprehension 

(Yawiloeng, 2021). The present study extends this understanding by showing that students 

also develop a deeper grasp of causal relationships within texts as they acquire relevant 

vocabulary knowledge.  

The use of functional vocabulary can be understood through two dimensions: the 

textual function, which involves interpreting the structure and elements of the narrative, and 

the communicative function, which encompasses applying vocabulary meaningfully in 

everyday communication.  

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This study highlight several instructional practices that can effectively enhance 

vocabulary learning through short stories. First, teachers can incorporate textual activities 

that require students to create story maps identifying key vocabulary, plot elements, and 

character traits. Engaging in these tasks encourages students to analyze characters using 

descriptive adjectives and action verbs, thereby deepening their interaction with the text 

and reinforcing vocabulary in context. 

In addition to textual engagement, communicative activities such as role-playing can 

provide meaningful opportunities for students to apply newly acquired vocabulary. By 

assuming the roles of characters and reenacting scenes from the story, students practice 

narrative language in authentic communicative situations. This approach not only enhances 

vocabulary retention but also strengthens speaking fluency and comprehension. 

A spiral curriculum can further support vocabulary development by reintroducing key 

terms across different lessons and contexts throughout the semester. Revisiting vocabulary 

in a structured and cumulative manner helps reinforce long-term retention and fosters 

students’ ability to use words flexibly across various communicative situations. 

Finally, performance-based assessments such as story retelling and role-playing can be 

used to evaluate students’ comprehension and practical language use. These assessment 

methods move beyond traditional multiple-choice testing by allowing students to 

demonstrate their understanding through authentic, communicative performance. This 

approach provides a more accurate picture of students’ vocabulary mastery and encourages 

deeper, more meaningful learning. 

Social Dynamics in the Construction of Shared Knowledge  

Three approaches support collaborative vocabulary learning: horizontal scaffolding 

among peers, dialogic learning, and affective solidarity.  

Previous research has identified ten common forms of peer scaffolding, including 

procedural support, information sharing, and confirmation (Yawiloeng, 2021). Building on 

this, the present study explores three key mechanisms of peer scaffolding: horizontal 

scaffolding without hierarchical structures, dialogic learning that encourages collaborative 

elaboration, and affective solidarity, which provides emotional support and fosters a 

supportive learning environment.  

Peer scaffolding has been shown to significantly improve vocabulary acquisition 

compared to teacher-led scaffolding (p < 0.05) (Munir, 2023). This study elucidates the 

underlying principles of its effectiveness by highlighting three patterns of social dynamics 

that occur simultaneously.  

This paradigm highlights three interconnected patterns of social interaction: 

egalitarian horizontal scaffolding, collaborative dialogue centered on co-constructing 

meaning, and affective solidarity that nurtures a supportive learning community. It 

underscores that acquiring vocabulary is inherently a social process, shaped through shared 

experiences and mutual engagement.  

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This study emphasize the importance of fostering collaborative learning environments 

that support vocabulary development. Horizontal scaffolding can be strengthened by 

implementing reciprocal teaching strategies in which students take turns assuming the role 

of “teacher.” This approach, combined with a well-structured peer mentorship system that 

outlines clear expectations, enables learners to support one another and promotes shared 

academic growth. 

Dialogue-based learning also plays a critical role in enhancing students’ vocabulary 

acquisition. Teachers can guide students to engage in responsible dialogue by using language 

that encourages elaboration, critical reflection, and constructive exchange of ideas. Such 

dialogic interaction allows students to articulate their understanding more clearly while 

learning to evaluate and build upon the contributions of their peers. 

In addition to cognitive and linguistic benefits, affective solidarity can significantly 

enhance the collaborative learning experience. Student groups can establish shared 

principles—such as “We support each other in achieving success”—to promote a sense of 

collective responsibility. Reflective strategies, such as discussing questions like “How have 

your peers contributed to your learning journey?” help students recognize mutual support 

and develop a stronger sense of community within the classroom. 

The teacher’s role as a facilitator is also essential. During group activities, the teacher 

should move between groups, pose strategic questions, and validate students’ explanations 

to reinforce understanding. This supportive presence ensures that discussions remain 

focused and productive while empowering students to take ownership of their learning. 

Structured collaborative activities further support vocabulary development. 

Techniques such as Vocabulary Jigsaw, where groups analyze different parts of a story and 

teach vocabulary to others, promote interdependence and deeper engagement with the text. 
Vocabulary Hot Seat allows students to guess target vocabulary with help from classmates, 

encouraging quick recall and collaborative problem-solving. Story Sequencing activities, in 

which students arrange narrative components while identifying key linguistic markers, help 

learners connect vocabulary to plot structure and contextual cues. Collectively, these 

activities provide diverse, interactive opportunities for students to apply and internalize 

new vocabulary meaningfully. 

Theoretical and Practical Implications 

Theoretical Implications 

This study offers several contributions to learning theory. First, it introduces a three-
level model of scaffolding within the Zone of Proximal Development (ZPD), in which students 
move from individual effort to peer support and finally to teacher guidance. This model 
expands Vygotsky’s original concept by showing how scaffolding can begin with the learner 
and gradually build toward more expert assistance, encouraging autonomy and self-directed 
learning. Second, the study highlights a three-dimensional transformation experienced by 
students—emotional, cognitive, and social—which provides deeper insight into how 

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collaborative learning shapes both understanding and classroom engagement. Third, the 
findings support a functional view of vocabulary knowledge, emphasizing that vocabulary 
learning involves not only knowing word forms but also using words meaningfully in 
communication and textual interpretation. Finally, the study identifies interrelated patterns 
of social dynamics—horizontal scaffolding, dialogic interaction, and affective support—that 
together demonstrate the central role of social relationships in fostering language 
development. 

Practical Contributions 

Several practical implications emerge for classroom practice. The study provides 
educators with a structured framework for designing vocabulary activities that promote 
purposeful peer interaction and collaborative learning. It also supports a gradual release 
approach, beginning with students’ independent exploration, followed by peer discussion, 
and concluding with teacher clarification. Assessment practices may be broadened to include 
not only language proficiency but also collaboration skills, metacognitive awareness, and 
students’ ability to use vocabulary in authentic contexts. In addition, the study offers 
guidance for teacher professional development, emphasizing facilitation skills and the 
creation of safe, supportive learning environments where students feel comfortable 
participating and taking risks. 

Limitations and Recommendations for Future Research 

Limitations 

This study has several limitations. The small sample size, three students from one 
school, limits the generalizability of the findings, indicating the need for wider participant 
representation. The research also lacked longitudinal data, preventing observation of 
changes in students’ learning over time. In addition, the absence of quantitative vocabulary 
measurements makes it difficult to evaluate learning gains with precision. The study also did 
not consider how differences in text genre or complexity might influence vocabulary 
learning. Group dynamics were not examined in detail, even though individual differences 
and group composition can affect collaboration. Finally, only students’ perspectives were 
explored, without incorporating teachers’ viewpoints, which could provide additional 
insight. 

Recommendations for Future Research 

Future studies should consider using mixed-methods approaches that combine 
qualitative insights with quantitative vocabulary assessments to strengthen the validity of 
the findings. Longitudinal research covering a full semester or academic year would provide 
a clearer picture of learning progression and retention. Further investigation into the 
features of short stories, such as complexity, genre, and cultural relevance, is recommended 
to better understand their impact on learning outcomes. Research on group dynamics—
particularly how different group compositions affect cooperation—would also be valuable. 
Finally, including teachers’ reflections and classroom observations could enrich the 
understanding of how collaborative vocabulary learning unfolds in practice. 

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CONCLUSION 

This study investigated students’ perceptions of vocabulary acquisition through short 
stories using a collaborative discussion approach at SMP Harapan Cibitung. The findings 
address the three research questions and illustrate how collaborative learning contributes 
to students’ linguistic, cognitive, and social development. 

With regard to the first research question, students viewed collaborative discussion as 
a process of co-constructing knowledge supported by three social dynamics: horizontal 
scaffolding, dialogic interaction, and affective solidarity. They recognized the 
complementary roles of teachers and peers, noting that while peers provide accessible 
support, teachers offer more precise and comprehensive clarification. Overall, students 
perceived collaborative discussion as a safe and supportive environment that enables them 
to exchange ideas freely without hierarchical barriers. 

In responding to the second research question, the study revealed that students 
progress through a three-stage learning process involving independent exploration, peer 
collaboration, and teacher consultation. This trajectory aligns with the three levels of the 
Zone of Proximal Development—Individual ZPD, Peer ZPD, and Teacher ZPD. Students also 
demonstrated an understanding of vocabulary as a functional tool used to interpret 
narrative texts and to communicate meaningfully in everyday contexts, rather than as 
isolated items to be memorized. Their learning experiences were characterized by reciprocal 
interactions that fostered sustained engagement and deeper comprehension. 

The findings related to the third research question show that collaborative discussion 
promotes three interrelated forms of transformation: cognitive, affective, and social. 
Students experienced cognitive growth as they moved from initial confusion to clearer 
understanding; affective development as their confidence increased; and social 
transformation as they shifted from working individually to engaging more actively with 
peers. These transformations occurred simultaneously and reinforced one another, 
contributing to a more integrated and meaningful learning experience. 

Collectively, these findings demonstrate that collaborative discussion not only 
enhances vocabulary learning through short stories but also supports broader 
developmental outcomes that are essential for effective language acquisition. 
ntexts that extend beyond its original linguistic focus.  

Implications 

Implications for Teachers 

The findings suggest that teachers can apply the three-stage scaffolding model—independent 

work, peer discussion, and teacher clarification—to gradually build students’ responsibility for 

learning. Creating a psychologically safe classroom with norms such as “All contributions are 

valued” helps students participate confidently. Heterogeneous grouping should be used to 

strengthen peer support, and teachers are encouraged to act as facilitators by posing guiding 

questions and validating peer explanations. Assessment should also measure collaboration, 

metacognitive awareness, and students’ ability to use vocabulary in real contexts, not only their 

cognitive achievement. 

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Implications for Curriculum Designers 

Vocabulary instruction through short stories should be treated as a central component of the 

curriculum. A spiral approach, in which key vocabulary is revisited across different units, can 

support long-term retention. Collaborative learning strategies—such as think–pair–share, peer 

teaching, and vocabulary jigsaw—should be embedded into instructional design. Short story 

selection must consider students’ proficiency, interests, and textual complexity. Performance-

based assessments, including story retelling and role-playing, are recommended to capture 

cognitive, affective, and social learning outcomes more accurately. 

Implications for Future Research 

Future studies should use mixed methods with larger samples and longer timeframes to 

strengthen evidence for the scaffolding and transformation frameworks. Research on genre, text 

complexity, and cultural context would clarify how different narrative features influence 

vocabulary learning. Studies on group dynamics—including group composition, size, and learner 

traits—would deepen understanding of collaborative processes. Incorporating teachers’ 

perspectives would also enrich interpretations of classroom practices and implementation 

challenges. 

This study reinforces that vocabulary learning through short stories and collaborative 

discussion is a multifaceted process shaped by cognitive, emotional, and social interaction. The 

theoretical models developed—the three-level ZPD model, the social dynamics patterns, and the 

transformation framework—offer useful foundations for designing more effective and engaging 

language-learning experiences. 

ACKNOWLEDGMENT 

The author would like to express profound gratitude to all parties who have supported and 

contributed to the successful completion of this research. 

First and foremost, the author extends sincere appreciation to SMP Harapan Cibitung and 

the English teacher of SMP Harapan Cibitung for granting permission to conduct this study, 

providing access to participants and research facilities, and offering warm hospitality and 

continuous support throughout the research process. 

The author also wishes to thank the three ninth-grade students who participated in this study 

and willingly dedicated their time, shared their experiences, and offered their perspectives with 

honesty and openness. Their enthusiastic responses were highly valuable in shaping the findings 

of this research. 

Heartfelt appreciation is also extended to Mrs. Yanti Rosalinah, SS, M.Pd., the research 

supervisor, for her guidance, direction, and constructive feedback at every stage of the research. 

Her expertise and insightful suggestions have played a significant role in refining the conceptual 

framework and enhancing the overall quality of this study. 
The author further acknowledges the editorial team and anonymous reviewers of FOSTER 

JELT: Journal of English Language Teaching for their comments and suggestions, which substantially 
improved the clarity, quality, and scholarly contribution of this article. 

 

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Finally, the author recognizes all individuals who, directly or indirectly, have supported the 
implementation of this research. Their contributions have been truly meaningful to the success of 
this study. 

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