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All Journal Jurnal Pendidikan Islam FOSTER: Journal of English Language Teaching
Deni Asrida
UIN Mahmud Yunus Batusangkar
Education Languange, Linguistic, Communication & Media

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Together We Learn: Students’ Perceptions of the Benefits of Group Work in Learning English Deni Asrida; Nanda Dwi Aksari
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v6i4.270

Abstract

Although group work is widely promoted in English as a Foreign Language (EFL) pedagogy, most studies have examined its benefits in isolation, focusing primarily on cognitive or affective aspects. Few scholarly studies have explored students’ perceptions holistically across cognitive, affective, and conative dimensions, particularly in Indonesian secondary school contexts where sociocultural norms influence classroom interaction. This qualitative study addresses that gap by examining how ninth-grade students at SMPN 2 Batusangkar perceive the role of group work in English learning. Thirteen students were purposively selected based on participation levels and teacher recommendations. Data from semi-structured interviews were analyzed using the Miles and Huberman framework. Findings indicate that group work enhances comprehension, accelerates task completion, and stimulates idea generation (cognitive); fosters enjoyment, self-confidence, and occasional frustration with passive peers (affective); and promotes activeness, responsibility, and collective problem-solving (conative). The study’s unique contribution lies in providing a culturally contextualized, multidimensional account of group work perceptions, offering actionable insights for designing structured, equitable, and engaging collaborative activities. These findings have key implications for EFL educators and curriculum developers seeking to balance learner autonomy with guided support to optimize participation, language development, and essential 21st-century skills.
Teaching English to Young Learners Abroad: Indonesian Pre-Service Teachers’ Challenges in Thailand Siti Aisyah Mahmud Yunus; Zulhermindra; Suyono; Deni Asrida
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.308

Abstract

This study investigates the challenges faced by pre-service teachers in teaching English in Thailand’s elementary schools. Although previous studies have examined Teaching English to Young Learners (TEYL), limited research has specifically explored how pre-service teachers experience and navigate challenges in international teaching contexts. This study employed a qualitative case study design involving eight pre-service teachers from UIN Mahmud Yunus Batusangkar who participated in the International Pre-Service Teaching Program in Thailand. Data were collected through in-depth interviews and analyzed using Miles and Huberman’s (1984) interactive model, including data reduction, data display, and conclusion drawing. The findings revealed three categories of challenges. First, challenges related to learners include cognitive development difficulties, multi-level groups, discipline problems, low focus, lack of motivation, speaking problems, and writing problems. Second, challenges related to pre-service teachers themselves include limited use of technology, lack of professional development, inadequate use of teaching English to young learners (TEYL) methods, difficulty understanding teaching materials, and issues of teacher professionalism. Third, challenges related to the teaching context include language differences, insufficient facilities, curriculum or syllabus issues, lack of mentor support, and cultural differences. Beyond identifying these categories, this study shows that these challenges are interconnected, where linguistic barriers and contextual constraints influence classroom interaction, instructional decisions, and teacher confidence. The findings imply that teacher education programs need to strengthen practical preparation, particularly in classroom management, TEYL pedagogy, cross-cultural communication, and teaching in low-resource environments. This study contributes to the literature by providing empirical insights into the complexity of pre-service teachers’ experiences in international teaching contexts.
Transformational Leadership in Islamic Education Institution Through Social Media Engagement Asmendri Asmendri; Milya Sari; Deni Asrida; Lita Sari Muchlis; Vicky Rizki Febrian; Nur Azizah
Jurnal Pendidikan Islam Vol 10 No 2 (2024): Jurnal Pendidikan Islam
Publisher : The Faculty of Tarbiyah and Teacher Training associated with PSPII

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/jpi.v10i2.40221

Abstract

Transformational leadership in Islamic value-based educational institutions, such as Rumah Tahfidz Qur'an (RTQ), faces challenges in integrating traditional practices with modern innovations to improve academic quality. This study explores the effectiveness of transformational leadership in RTQ Surau Lakuak, focusing on the strategic use of social media. Using a descriptive qualitative approach, the research involves in-depth interviews and document analysis, guided by Kouzes and Posner's (2017) Leadership Challenge framework, which includes five core dimensions: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The findings indicate that leaders at RTQ Surau Lakuak effectively utilize social media to articulate their vision, enhance transparency, and foster community engagement. Key initiatives, such as digital donation campaigns, symbolic recognition, and community empowerment programs, have strengthened collaboration and ensured the sustainability of Qur'anic education programs. These practices are grounded in Islamic principles like ta'awun (cooperation) and deliberation, providing an adaptable leadership model for contemporary Islamic education. The study highlights the potential of applying the Leadership Challenge framework to address digital-era challenges, offering a replicable and innovative strategy for Islamic educational institutions in diverse contexts.
Co-Authors Asmendri Asmendri Lita Sari Muchlis Milya Sari Nanda Dwi Aksari Nur Azizah Siti Aisyah Mahmud Yunus Suyono Vicky Rizki Febrian Zulhermindra