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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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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.
EFL Practicum Realities: Challenges Shaping Preservice Teachers' Professional Development Asrida, Deni; Syamsudarni, Syamsudarni; Marwan, Syaiful
Journal of English Education and Teaching Vol. 9 No. 4 (2025): Journal of English Education and Teaching (JEET)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.4.534-562

Abstract

This research aims to discover the experiences of preservice English teachers during their teaching practice in Islamic state universities in West Sumatera Province, Indonesia and the unique difficulties they face. Using a descriptive quantitative design, the researchers gathered data from 150 respondents through the questionnaires in five primary areas: linguistic challenges, teaching difficulties, mentorship and supervision, school support, and school culture. Evidence collected during the research detailed that participants 72% could not explain their lessons in English, and classroom talk was identified to be a significant barrier 68%. Students also experienced difficulties in pedagogy, with respondents reporting low confidence in the use of diverse teaching strategies 61% and a lack of confidence 66% in the use of technology in teaching. In terms of supervision, 70% of respondents did not receive sufficient feedback from their mentors, and 63% of respondents described the lack of dialogues and discussions on teaching and learning strategies. Respondents also described their school as having little support and supervision. Other challenges respondents described included lack of internet 75% and their school was also described as remote (62%). In the area of organizational culture, respondents 78% remarked that the teaching practice was too brief to establish relationships with the teachers, and 67% described the work environment as having little to no participation. These findings highlight significant gaps in language proficiency, pedagogical preparedness, quality of mentoring and institutional coordination which significantly impact  the professional growth of preservice teachers.
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.
Online Lecture During Covid-19 Pandemic from College Students’ Perspective Indria, Anita; Dina, Hidayatul; Elza, Meriyan; Asmendri, Asmendri; Sari, Milya; Asrida, Deni
AT-TA'LIM Vol 28, No 3 (2021)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v28i3.701

Abstract

This research aims to analyze the obstacles of online learning during pandemic Covid-19. There have been pros and cons of online lecture during the pandemic due to lack of effectiveness of achieving education goals. However, education is expected to bring an improvement to students to be well-educated generation. To reach the goal, students must comprehend the materials given by lecturers. Yet, there are some problems that college students face during the process of online lecture. These problems became the background to conduct this research from which it can be a scientific work to give a contribution to analyze the problems specifically. This research was conducted by using qualitative method. The data were obtained by conducting interview which were analyzed and explained in the form of narration while maintaining the authenticity of the data. The result of this research revealed that limited internet access and lack of lecturers’ responsibilities became the obstacles for college students during online lecture. The students expected lecturers and campus staff to understand their situations. They hoped that the lecturers gave relevant deadline for submitting the assignments, focused on making the students understand the materials, and controlled/accompanied the flow of discussion
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 Syaiful Marwan Syamsudarni, Syamsudarni