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increase the effectiveness and efficiency of learning as a strategy to solve learning

problems and achieve optimal learning goals (Koesnandar, 2021).
Novita, et al. (2020) proposed three main foundations of collaborative learning,

namely Vygotsky's perspective, Second Language Acquisition (SLA) perspective, and
motivational aspects. Lev Vygotsky's theory emphasizes the role of culture in the

development of children's cognitive skills, such as reasoning and communication.

According to Vygotsky's theory, adults in society promote children's cognitive
development by engaging them in meaningful and challenging activities. Vygotsky was a

key figure in Soviet Psychology who studied children and developed his own theories about

how learning occurs. He believed that learning happens in three different stages: cognitive,
motoric, and sociocultural. Cognitive learning involves thinking about concepts and ideas;

motoric learning involves doing things; and sociocultural learning involves interacting with
others. Vygotsky's theory suggests that each stage builds upon the previous ones, and he

believed that adults learn from observing children. He also believed that children learn
through play, and that play is a form of sociocultural learning. His work has become an

integral part of contemporary psychology. To illustrate his point, Vygotsky gave the

example of a boy playing with blocks. When the boy plays with the blocks, he learns how
to manipulate objects, and then later uses those skills to build structures. As he continues to

play, he begins to understand the concept of gravity and eventually develops the ability
to read books (Main, et. al., 2022).

Troike (2012) provides an explanation of Second Language Acquisition (SLA) that
we can easily understand as follows. Second Language Acquisition (SLA) refers both to the

study of individuals and groups who are learning a language subsequent to learning their

first one as young children, and to the process of learning that language. The additional
language is called a second language (L2) , even though it may actually be the third, fourth,

or tenth to be acquired. It is also commonly called a target language (TL) , which refers to

any language that is the aim or goal of learning. The scope of SLA includes informal L2
learning that takes place in naturalistic contexts, formal L2 learning that takes place in

classrooms, and L2 learning that involves a mixture of these settings and circumstances.