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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris 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 JEE (Journal of English Education) Ta'dib
Deni Asrida
Universitas Islam Negeri Mahmud Yunus Batusangkar
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Students’ Meta-cognitive Strategies for Successful Speech Performance Auril, Tivinna; Asrida, Deni; Suzanne, Nina; rahmi, Silfia
English Education: Jurnal Tadris Bahasa Inggris Vol 19 No 1 (2026): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v19i1.30827

Abstract

This study investigates the metacognitive strategies employed by students in managing speech presentations in the Speaking for Argumentative Purposes course at State Islamic University (UIN) Mahmud Yunus Batusangkar. Using a quantitative design, data were collected through a validated 25-item questionnaire administered to 82 fifth- and seventh-semester English Education students in the 2025/2026 academic year. The findings revealed that planning (59.8%) and evaluation (92.7%) were at high levels, while monitoring (52.4%), strategy management and information processing (48.8%), and problem solving (50%) were at medium levels. Evaluation emerged as the most frequently used strategy, indicating strong reflective practices in managing argumentative speech presentations.
Online Lecture During Covid-19 Pandemic from College Students’ Perspective Anita Indria; Hidayatul Dina; Meriyan Elza; Asmendri Asmendri; Milya Sari; Deni Asrida
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
VOICES UNDER PRESSURE: AN EXPLORATION OF SPEAKING ANXIETY AMONG PRESERVICE EFL TEACHERS DURING TEACHING PRACTICUM Deni Asrida; Siska Febriyanti; Eka Surya Bayu
JEE (Journal of English Education) Vol. 11 No. 2 (2025): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v11i2.4824

Abstract

Speaking anxiety remains a persistent challenge for preservice EFL teachers, yet its manifestation within teaching practicum has received limited contextual investigation. This qualitative study explores the factors shaping English-speaking anxiety among ten preservice teachers at UIN Mahmud Yunus Batusangkar. Data were generated through semi-structured interviews, reflective journals, and field notes and analysed using Braun and Clarke’s thematic analysis. The findings reveal that speaking anxiety emerges from the interaction of internal and external factors rather than isolated linguistic deficiencies. Internal sources include linguistic insecurity, fear of negative evaluation, low teaching self-confidence, and inadequate pedagogical preparation, while external pressures stem from evaluative audiences, sociocultural norms, and unpredictable classroom conditions during practicum. By conceptualizing speaking anxiety as an ecological and contextually situated phenomenon, this study extends the predominantly cognitive and psychological literature on foreign language anxiety and demonstrates how sociocultural and practicum-specific conditions jointly shape preservice teachers’ experiences. The findings contribute to teacher education by highlighting the importance of integrating linguistic support, psychologically safe feedback practices, and scaffolded practicum experiences to foster professional confidence and communicative resilience.
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.
English-Speaking Anxiety among Preservice EFL Teachers during Teaching Practicum: A Quantitative Survey Study Deni Asrida; Siska Febriyanti
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.
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 Anita Indria Asmendri Asmendri Asmendri Asmendri Auril, Tivinna Eka Surya Bayu Febrian, Vicky Rizki Hidayatul Dina Irwan Malin Basa Lita Sari Muchlis Lita Sari Muchlis Meriyan Elza Milya Sari Milya Sari Nanda Dwi Aksari Nina Suzanne Novria Fadli Nur Azizah Nur Azizah Rahmi, Silfia Siska Febriyanti Siska Febriyanti Siti Aisyah Mahmud Yunus Suyono Syaiful Marwan Syamsudarni, Syamsudarni Vicky Rizki Febrian Zulhermindra