The current study, a part of a bigger study, explored how teachers in Indonesia implemented cooperative learning (CL) in their distinct contexts. This multiple case study design used a qualitative interpretative approach. Following semi-structured interviews with 18 teachers who had attended CL professional development and used CL in their classrooms, four were purposefully selected as cases of teachers. Classroom observations, post classroom observation interviews, and field notes were employed to investigate the implementation of CL. The data were analysed using Miles, Huberman and Saldaña’s framework. Five themes were generated from cross-case analysis: implementation of CL principles, a lack of CL structures, a greater need of group orientation, group composition, and informal CL. The findings indicate that when an innovative pedagogical practice such as CL is implemented in a culture different from the one in which it was constructed, unique contexts both enable and disrupt the successful implementation of CL. This study proposes that further research attention must be given to understanding the challenges faced by teachers shifting away from direct teaching to student-centred pedagogies such as CL.

Environmental degradation increases the threat to ecological disaster. Thus, environmental education is crucial for disaster mitigation. This study is intended to investigate the students’ level of environmental attitude, the students’ writing performance when writing with environmental issues, and their opinion when writing about an environmental topic. The study uses a cross-sectional design. The subjects were 23 students of the Department of English at a state university in Malang, Jawa Timur, Indonesia who joined the Essay writing course. The result shows that the students’ environmental attitude fall in the moderate category, the students’ performance in writing essays with environmental topics belongs to the ‘good’ category, and the students said that using an environmental issue raised their ecological awareness and their critical thinking skills. The result also shows that most of the students can write the introduction well, make relevant topic sentences well, give a relevant explanation well, and write a proper conclusion by using a recommendation to save and protect the environment. The study implies that environmental topics can be incorporated into language classes to sharpen language skills and to nurture the care and love of nature.

Evidence has shown that social and emotional learning (SEL) improves students' behavior, attitudes, peer relationships, and academic outcomes. However, teachers have challenges in promoting SEL due to insufficient professional development and pedagogical strategies. Cooperative learning, a pedagogy promoting student-centered learning, has been suggested to help teachers foster students' SEL. However, little research has been conducted to investigate cooperative learning alignment with SEL. Thus, this current study explores teachers' perspectives on implementing cooperative learning to promote students' SEL. Seven elementary school teachers implementing cooperative learning and SEL in their classrooms joined the study. A qualitative interpretative case study design was used. Teacher interviews as primary data, and field notes, teachers' artefacts, lesson plans, and teaching videos were collected. Thematic analysis was used to analyze the data from the teacher interviews and field notes. Four themes were generated: group roles, exploring potentials and weaknesses, meaningful interactions, and consensus decision-making. The findings suggest that cooperative learning through clear group roles promotes elementary school students' self-awareness and social awareness, meaningful interactions, and consensus decision-making.

Cooperative learning (CL) is an instructional approach that facilitates students’ knowledge construction through collaborative interaction in small groups. This qualitative case study explores how CL has been applied in an international primary classroom setting where located in Gresik East Java Indonesia. Two English teachers were interviewed using semi-structured interview and their classes were observed to collect the data. The data were analysed using thematic analysis. The findings showed that CL enhances active engagement, collaboration, and cognitive learning. However, teachers faced several barriers in implementing CL, including time constraints, differences in student’s skill levels, and classroom management. To address these challenges, teachers employed diagnostic assessments, flexible grouping, and structured reflections. These findings suggest that while CL is beneficial, its success depends on sufficient teacher training, especially in culturally diverse classrooms. The study underscores the importance of sustained professional training and adaptive strategies to maximize the effectiveness of CL in multicultural setting.

This research study investigates students’ perceptions and experiences about using the combined inductive-deductive approach in teaching English grammar in intermediate grammar class. The study employed a mixed methods design to answer the research questions. We used a questionnaire including four aspects according to ARCS Model to answer the first research question through examining the perceptions of 65 university students majoring English. Then five of 65 students were selected to be interviewed to explore their experiences on the combined inductive-deductive approach to answer the second research question. The results of the questionnaire and the interviews reveal that most students prefer the combined approach to teaching English grammar although they have positive perceptions towards the inductive or the deductive approach. The combined approach can provide students with better understanding of grammar and keep them involved and interactive in the learning process. Therefore, this current study suggests that further research should be conducted to investigate the effectiveness of the combined approach in the process of teaching grammar and teachers’ perceptions towards such approach.

This study describes Indonesian secondary school EFL teachers’ and students’ profiles of reading engagement, which comprises behavioral, affective, cognitive, and social dimensions. The researchers employed a survey design involving 70 teachers and 828 students of secondary schools in 50 regions in Java, Sumatra, and the Borneo Islands. The instrument used was a teacher questionnaire and a student questionnaire which contained 16 close-ended questions and 7 open-ended questions. The data from close-ended responses were tabulated and presented in percentages, while the data from open-ended responses were analyzed based on themes, then shown in excerpts. The key findings reveal that four dimensions of reading engagement have been implemented by EFL teachers. Both students and teachers show positive reading behavior and attitude toward reading materials and activities. These findings map the reading engagement practiced in EFL classes in secondary schools in Indonesia, which add knowledge about RE strategies improving EFL teachers’ strategies to engage students in reading English texts, which is expected to enhance students’ English reading comprehension and literacy.