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Indonesian Pre-Service English Teachers’ Experiences and Perspectives on Participating in a Student Exchange Program: A Qualitative Study Markus Deli Girik Allo; Roni La’biran; Adaninggar Septi SubektI; Lemmuela Alvita Kurniawati; Sushy Teko Patanduk; Judith Ratu Tandiarrang
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6643

Student exchange programs such as Merdeka Belajar Kampus Merdeka (MBKM) offer valuable opportunities for pre-service teachers to gain teaching experience, enhance language skills, and develop intercultural competence. However, limited research has explored participants’ lived experiences and perspectives within these programs. This qualitative study investigated the experiences and perspectives of five Indonesian pre-service English teachers who participated in the MBKM student exchange program for one semester. Data were collected through semi-structured interviews and a focus group discussion, then analyzed using thematic analysis to identify key themes. The findings revealed that participants experienced notable professional and personal growth. Key experiences included virtual teaching, classroom observations of diverse pedagogical methods, improved English language proficiency, and enhanced cultural adaptability. Participants also articulated their perspectives on the student exchange program across three main dimensions: the program’s definition, its academic and cultural scope, and its perceived significance. They recognized the program as a platform for cross-cultural engagement and professional development. The MBKM student exchange program positively impacted the participants by broadening their pedagogical insight, fostering language development, and strengthening their readiness to teach in diverse contexts. These findings suggest that such programs are instrumental in preparing globally competent educators. This study underscores the value of student exchange initiatives in teacher education. Institutions and policymakers are encouraged to sustain and expand such programs to maximize their benefits for future educators.

Toraja Cultural Immersion: A Community Service Initiative for a Higher Education in Australia Markus Deli Girik Allo; Roni La'biran; Judith Ratu Tandiarrang; Elim Trika Sudarsi; Nilma Taula'bi; Venni Banne Tasik
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5902

Cultural immersion programs are increasingly recognized for their role in fostering cross-cultural exchange, deepening cultural understanding, and promoting mutual learning. This study investigates the impact of a Toraja Cultural Immersion program, held in Bali from 6–21 July 2024, involving students from the University of Western Australia (UWA) and the English Education Study Program at UKI Toraja. A qualitative research design was adopted to evaluate the program's outcomes for participants and the host community. Twenty-one UWA students and seven UKI Toraja members were selected through purposive sampling to ensure diverse perspectives. Data were collected via semi-structured interviews and participant observation during activities such as teaching, cultural rituals, and community service. Thematic analysis was applied to transcribed data to identify recurring themes. The findings reveal that the program significantly enhanced participants' cultural awareness and intercultural competence. UWA students gained deeper insights into Toraja culture and demonstrated improved adaptability and understanding of cultural nuances. Meanwhile, members of UKI Toraja observed increased enthusiasm for English language learning and cultural preservation efforts within their community. The program successfully bridged cultural gaps, fostering mutual learning and providing educational benefits for both groups. The involvement of local facilitators from UKI Toraja was pivotal in contextualizing cultural experiences and guiding participants. This study underscores the value of cultural immersion programs in promoting intercultural competence and educational exchange. Future research should explore the long-term effects of such programs on participants' personal and professional development.

Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Rum, Eka Prabawati; Baso, Farisha Andi; Girik Allo, Markus Deli; Musoyeva, Aziza
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5291

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.

Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Andi Baso, Farisha; Rum, Eka Prabawati; Natsir, Ratu Yulianti; Girik Allo, Markus Deli
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.

Vocational Students' Speaking Challenges and Strategies for Employability: A Qualitative Study Erni Sriati; Markus Deli Girik Allo; Selvi Panggua
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.v7i2.417

This study investigates the challenges vocational students encounter in developing English-speaking skills and self-efficacy, and explores the learning strategies and classroom practices they perceive as helpful for global employability. Employing a qualitative research design with thematic analysis following the Miles and Huberman interactive model, data were collected through in-depth interviews with seven vocational students and classroom observations at a vocational school in Indonesia. The interview protocols captured students' linguistic, affective, and environmental challenges, as well as their perceptions of helpful strategies and practices. The findings revealed eight major speaking challenges: linguistic difficulties in spontaneous speech production; pronunciation and vocabulary barriers; affective barriers including anxiety, fear, and lack of confidence; fear of negative evaluation; peer influence on speaking willingness; insufficient classroom speaking opportunities; limited out-of-class practice; and resource limitations. Students identified eight helpful strategies: utilization of digital media for independent learning; repetition and preparation strategies; pair work and group discussions; structured speaking activities; supportive teacher practices; authentic communication opportunities; supportive classroom environments; and integration of vocational contexts. Classroom observations confirmed limited speaking practice time, student hesitation, and the effectiveness of pair work and teacher modeling. This study contributes to understanding speaking development in vocational contexts by highlighting the interconnected nature of linguistic, affective, social, and environmental challenges. The findings offer practical implications for teachers, curriculum developers, and policymakers seeking to enhance vocational students' oral communication skills for global workforce participation.

Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Eka Prabawati Rum; Farisha Andi Baso; Markus Deli Girik Allo; Aziza Musoyeva
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5291

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.

Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Farisha Andi Baso; Eka Prabawati Rum; Ratu Yulianti Natsir; Markus Deli Girik Allo
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.

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