Empathy, Confidence, and Collaboration: Exploring STAD’s Impact on Students’ Social-Emotional Development

Rinny Suryani   Rorimpandey; Yapi Henri   Wongkar; Fergina   Lengkoan; Maniku   Jein; Devilito Prasetyo   Tatipang

doi:10.31849/191ac619

Authors

Rinny Suryani Rorimpandey Universitas Negeri Manado, Tondano, Indonesia
Yapi Henri Wongkar Universitas Negeri Manado, Tondano, Indonesia
Fergina Lengkoan Universitas Negeri Manado, Tondano, Indonesia
Maniku Jein Universitas Prisma, Manado, Indonesia.
Devilito Prasetyo Tatipang Universitas Negeri Makassar, Makassar, Indonesia

DOI:

https://doi.org/10.31849/191ac619

Keywords:

STAD, Cooperative learning, Social-emotional skills, English classroom, Communication skills

Abstract

Fostering social-emotional skills has become an essential dimension of language education, yet English classrooms often prioritize linguistic proficiency while neglecting affective development. This study addresses that gap by investigating how the Student Teams Achievement Divisions (STAD) cooperative learning model can enhance students’ social-emotional growth, particularly in empathy, confidence, and collaboration within English learning contexts. Using a mixed-methods design, data were collected from nine students in the Nursing Department through interviews, focus groups, reflective journals, and classroom observations, complemented by pre- and post-surveys on social-emotional skills and English performance data. Students participated in structured STAD activities designed to promote cooperative interaction and shared accountability. The findings revealed meaningful gains in empathy as students demonstrated stronger mutual respect, actively supported peers, and showed greater sensitivity toward different abilities and perspectives. Their confidence in using English increased significantly, with participants reporting lower anxiety, greater willingness to speak, and stronger self-assurance in sharing ideas during group discussions. Collaboration also improved, as students expressed higher motivation, enjoyment in teamwork, and more active participation in achieving shared goals. Although challenges such as shyness and uneven participation emerged, these were outweighed by the positive interpersonal dynamics created by STAD. This study contributes evidence that incorporating STAD in English classrooms can simultaneously cultivate empathy, build confidence, and strengthen collaboration, creating inclusive learning environments that support both language acquisition and social-emotional development.

Author Biographies

Rinny Suryani Rorimpandey, Universitas Negeri Manado, Tondano, Indonesia

Rinny Suryani Rorimpandey is an educator with a background in English Education, she designs learner centered strategies that strengthen vocabulary and language skills through simple, effective media such as flashcards and hands on teaching aids. She contributes to the field through publications, teacher mentoring, and community engagement programs that help schools translate ideas into impact. Passionate about expanding access to quality English education across Indonesia, Rinny continues to write, collaborate, and serve with purpose.
Yapi Henri Wongkar, Universitas Negeri Manado, Tondano, Indonesia

Yapi Henri Wongkar is a senior lecturer in English Education with more than two decades of teaching experience at Universitas Negeri Manado, where he guides students to connect linguistic theory with classroom practice. His publications include scholarly articles and books on English language teaching and linguistics. Yapi is committed to advancing effective, student centered pedagogy and to cultivating reflective, confident future educators.
Fergina Lengkoan, Universitas Negeri Manado, Tondano, Indonesia

Fergina Lengkoan is a lecturer and researcher in English Language Education who turns classrooms into purposeful spaces for writing, inquiry, and collaboration. She specializes in teaching writing, project based learning, and applied linguistics, with publications on translanguaging, grammar instruction, and digital learning. Her work champions practical, evidence informed innovation that amplifies learner voice and elevates achievement across Indonesian higher education.
Maniku Jein, Universitas Prisma, Manado, Indonesia.

Jein Maniku is a lecturer in English education and literature whose work engages with contemporary issues in language teaching and Indonesian literary studies. She is passionate about designing learner centered classes, encouraging critical thinking, and connecting texts with real life contexts. Jein enjoys wide reading, small scale classroom experiments, and using music as a creative bridge to deepen learning. She is committed to continuous professional growth and to empowering students to find their voice and confidence.
Devilito Prasetyo Tatipang, Universitas Negeri Makassar, Makassar, Indonesia

Devilito is a doctoral researcher in English Education who turns evidence into practical classroom impact. He also serves as a research consultant, journal reviewer, journal manager and editor, Mendeley Mentor, research assistant, and full-time lecturer assistant at Universitas Negeri Manado. Holding a BA (2021) and MA (2023) from Universitas Negeri Manado, his interests span technology-enhanced ELT, language pedagogy, curriculum development, multilingual classrooms, and translanguaging. He is committed to empowering teachers and learners to grow with curiosity, integrity, and purpose.

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