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All Journal Englisia Journal KUMPULAN JURNAL DOSEN UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan English Community Journal Hasil Pengabdian Kepada Masyarakat JURNAL TARBIYAH CARADDE: Jurnal Pengabdian Kepada Masyarakat English Language Teaching Educational Journal Elsya : Journal of English Language Studies Indonesian Journal of Education and Mathematical Science The seall Teaching and Learning Journal of Mandalika (Teacher) Cybernetics: Journal of Research and Educational Studies Prima Abdika: Jurnal Pengabdian Masyarakat Continuous Education : Journal of Science and Research Journal of English Language and Education Journal of English Development Indonesian Journal of English Teaching TELL - US JOURNAL Jurnal Ragam Pengabdian Edumaspul: Jurnal Pendidikan
Pirman Ginting
Universitas Muhammadiyah Sumatera Utara
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Thai Students’ Experiences of Learning English With a Non-Thai Teacher: a Phenomenological Study Azrarianti, Neiska Amanda; Ginting, Pirman
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3308

Abstract

This study looks into Thai students’ experiences of learning English with non-Thai teachers in primary and secondary schools in Thailand. Using a qualitative phenomenological research design, the study seeks to understand how students perceive, feel, and interpret their English learning experiences in communication-focused classrooms led by non-Thai teachers. The primary data source consisted of five interview participants aged 9-17, while a preliminary questionnaire administered to 21 students was used solely for contextual and screening. Data were gathered through semi-structured interviews conducted in English, each lasting around ten minutes. This was supported by a preliminary questionnaire given to a larger group of students for additional context. The researchers analyzed the data manually, following the steps set by Moustakas, which include bracketing, horizonalization, thematic clustering, and essence synthesis, while also drawing on van Manen’s interpretations. The findings highlight key themes regarding students’ emotional experiences, including enjoyment, excitement, fear of making mistakes, and shyness during speaking activities. While students typically reported feeling more motivated and comfortable when learning with non-Thai teachers, they also faced significant challenges, like anxiety and fear of judgment from their peers in speaking-centered classrooms This study adds to the limited research on primary and secondary EFL learners’ experiences with non-Thai teachers in Thailand and emphasizes the significance of emotional factors in English language teaching settings.
Dissecting logical statements in EFL undergraduate thesis abstracts: Gaining insight through cohesive and coherent mechanisms Ginting, Pirman; Sulistya Ningsih Pratiwi; Ika Agustina; Yenni Hasnah; Rosmen, Rosmen
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.13644

Abstract

A well-structured composition must be both coherent and cohesive, enabling arguments to flow logically and ensuring clarity for readers. Yet, this critical aspect of academic writing is often overlooked, particularly in the thesis abstracts of EFL college students. Thus, this study investigates how cohesive and coherent mechanisms are employed to construct logical arguments in student-written thesis abstracts. By applying qualitative content analysis, the research examined patterns of cohesive ties and their contribution to overall textual coherence. The data employed for this research were ten theses abstracts accessed publicly from the universities’ official repositories.  The findings indicate that cohesive devices play a crucial role in shaping coherence, with greater cohesion typically resulting in stronger logical connections within the text. Transition markers, which establish semantic links between clauses and sentences, emerged as the most influential indicators of coherence. These markers guided readers through the arguments and ensured a more unified presentation of ideas. The results suggest that the effective use of cohesive and coherent strategies not only improves the clarity of thesis abstracts but also enhances their academic quality. This highlights the pedagogical need to integrate explicit instruction on cohesion and coherence into EFL writing courses. By fostering students’ awareness and mastery of these devices, educators can support the development of more precise, persuasive, and professional academic writing. Ultimately, improving these skills can raise the standard of student theses and contribute to higher levels of scholarly communication.
Implementation Indonesia EFL Pre-Service Teachers Classroom Strategies in Teaching English and Student Responses in Thai Schools Ariska, Putri; Ginting, Pirman
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.2057

Abstract

This study aims to examine the effectiveness of role-play strategies implemented by Indonesian pre-service EFL teachers and to investigate students’ responses to English learning at Turkeeyah Tunummah School, Southern Thailand. The research employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The participants consisted of 23 students engaged in an English lesson on the topic “My Daily Activity.” Data were collected through student response questionnaires administered before and after the implementation of the role-play strategy and were analyzed using descriptive statistics and a paired-samples t-test. The findings revealed a statistically significant improvement in student responses following the implementation of the role-play strategy. The mean score increased from 55.48 at the pretest stage to 92.83 at the posttest stage, with a significance level of p 0.05. These results indicate that role-play strategies effectively enhance students’ self-confidence, learning motivation, active participation, and speaking skills within a multilingual and multicultural EFL classroom context.
Cross-Cultural Challenges and Self-Efficacy of Indonesian EFL Teachers In Thailand Ainifitria Dueramae; Pirman Ginting
Jurnal Ragam Pengabdian Vol. 3 No. 1 (Spesial Issue) (2026): "Dharma Samudera"
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/nwds7647

Abstract

This article examines the level of perceived self-efficacy and pedagogical challenges faced by pre-service Indonesian teachers of English as a Foreign Language (EFL) during their international teaching practice in Thai classrooms. Based on Bandura's self-efficacy theory and grounded in a sociocultural perspective, this study employs a qualitative case study design. Data were collected through an online questionnaire consisting of Likert scale questions and open-ended questions, and analyzed using thematic analysis supported by descriptive interpretation of response patterns. The results showed that participants generally demonstrated moderate to high levels of self-confidence in classroom management, teaching strategies, and student engagement. Despite facing challenges such as language barriers, cultural differences, and teaching adjustments, participants developed adaptive strategies that strengthened their professional self-confidence. This study concludes that self-confidence in a cross-cultural context is socially constructed through experiential learning and intercultural interactions, highlighting the importance of integrating structured international practice programs into teacher education curricula
Co-Authors Adib Jasni Kharisma Ainifitria Dueramae Alika Larasati Angelique Octaviani Anni Holila Pulungan Ariska, Putri Asoka, Niken Puspa Aulia, Nazwa Azrarianti, Neiska Amanda Br Samosir, Annida Adhwa Daulay, Silvi Fitria Dewi Kesuma Nasution Diani Syahputri Dodi Mulyadi Dwi Andina Fahmi, Muhammad Khoirul Hasibuan, Selamat Husni Ika Agustina Ismail Hanif Batubara Jasni Kharisma, Adib Joko Kusmanto Khailifa, Namira Fasya Kharisma, Adib Jasni Larasati, Alika Lubis, Bambang Nur Alamsyah M. Avif Toni S. Saragih Mandra Saragih Mandra Saragih, Mandra Mega Fatimah Rosana Meilani, Rani Mutia Febriyana Namira Fasya Khailifa Nasution, Ismail Saleh Piliang, Muliana Raden Mohamad Herdian Bhakti Radhiyya, Fasya Putri Rakhmat Wahyudin Sagala, Rakhmat Wahyudin Rani Meilani Ratna Sari Dewi Rikarno Putra, Andika Rosmen Silvi Fitria Daulay Sinaga, Rommel Singh, Charanjit Kaur Swaran Siti Aimah Sulistya Ningsih Pratiwi Syafrayani, Putri Rizki Venia Azura Isty Yenni Hasnah Yenni Hasnah