Collaborative skill is crucial for students, as in the 21st-century era, there will be always rapid challenges that demand them to collaborate. The students can sharpen their critical thinking through exchanging thoughts, asking, and answering questions. Education in Indonesia has implemented collaborative learning. However, critical thinking as the side effect of collaborative learning is still in the low level in Indonesia. This indicates that there is a problem in students’ process of collaboration, that the students usually skip the process of collaboration, and tend to immediately finish their groupwork. This paper discusses about how the role of teacher as facilitator in developing students’ collaboration. The study uses descriptive qualitative methods. The findings show that the role of facilitator can develop students’ positive interdependence, accountability, effective interaction, and social skills. However, the challenge is that effective collaboration might be time-consuming in the context of Indonesian curriculum. Therefore, this study suggests that the teacher needs to establish specific role for students in doing the process of collaboration which can efficiently save more time in the context of time-constrained classroom.