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All Journal Jurnal Pendidikan Islam Langkawi: Journal of The Association for Arabic and English Jurnal Bahasa Lingua Scientia Al-Ta'lim Journal of English Education and Teaching (JEET) FOSTER: Journal of English Language Teaching Ta'dib
Deni Asrida
Jurusan Tadris Bahasa Inggris IAIN Batusangkar
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : FOSTER: Journal of English Language Teaching

 1 
Together We Learn: Students’ Perceptions of the Benefits of Group Work in Learning English Asrida, Deni; Aksari, Nanda Dwi
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.
English-Speaking Anxiety among Preservice EFL Teachers during Teaching Practicum: A Quantitative Survey Study Asrida, Deni; Febriyanti, Siska
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (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.v7i1.361

Abstract

Speaking anxiety is widely recognised as one psychological obstacle to learning English as a Foreign Language (EFL). It has a substantial effect on pre-service teachers since they are expected to utilize English while they are learning how to teach. Although ample of research has examined speaking anxiety among EFL learners, empirical studies focusing on preservice EFL teachers during the teaching practicum phase remain limited particularly within Indonesian Islamic education teacher context. This research investigated the speaking anxiety of pre-service EFL teachers at UIN Mahmud Yunus Batusangkar who had completed their teaching practice. A quantitative survey design was employed, and data were collected using a speaking anxiety questionnaire. The data were analysed using descriptive statistic through SPSS version 26. The data findings revealed that the majority of participants experienced speaking anxiety (72.3%) were classified as moderate level of anxiety. Additionally, 13.9 % of participants fell into the high anxiety category while another 13.9% were categorized as having low anxiety. These results indicate that speaking anxiety is common and tangible experience although it generally remains manageable level. The findings suggest important pedagogical implications for EFL teacher education suggesting that the integration of positive teaching models, inclusive teaching simulations and helpful feedback may help reduce anxiety and help pre-service teachers to speak better. This study offers practical recommendation to strengthen preservice teachers in their language skills and better prepare them for classroom practice.
Teaching English to Young Learners Abroad: Indonesian Pre-Service Teachers’ Challenges in Thailand Yunus, Siti Aisyah Mahmud; Zulhermindra; Suyono; Asrida, Deni
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.
Co-Authors Aksari, Nanda Dwi Anita Indria Asmendri Asmendri Dina, Hidayatul Elza, Meriyan Febrian, Vicky Rizki Irwan Malin Basa Lita Sari Muchlis Milya Sari Novria Fadli Nur Azizah Siska Febriyanti SUYONO Syaiful Marwan Syamsudarni, Syamsudarni Yunus, Siti Aisyah Mahmud Zulhermindra