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All Journal Journal of English Education and Teaching (JEET) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Rosanda, Perti
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE POTENTIALS AND CHALLENGES OF INDONESIAN NURSES TO USE ENGLISH IN THE HOSPITAL: A CASE STUDY IN A NEWLY INTERNATIONALLY ACCREDITED HOSPITAL IN INDONESIA Rosanda, Perti; Zehner, Edwin; Pensuksan, Wipawan
Linguists : Journal of Linguistics and Language Teaching Vol 4, No 1 (2018): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v4i1.1643

Abstract

It not uncommonly known that Indonesia is among countries with English is a foreign language or in other words English is not the language of instruction. As the effect of globalization, the importance of English in Indonesia comes to the growing seen from the increased needs of English such as the language competency is one of core requirements to get certain jobs or academic degrees. The current goal of Indonesia government is to follow the lead of neighbor countries in the 21st century trend in tourism and health which is interchangeably called “medical tourism” or “health tourism”. It proves to pull millions of dollars annually to its destination countries. At some point, English language competency can be assumed to play significant roles in medical tourists’ choices of destinations. This study discusses Indonesia’s potential to become an additional medical tourism destination, as indicated by recent government policy declarations. The author investigated this issue by studying a public hospital in Indonesia that was recently internationally certified approximately two years ago. The study focuses on potentials and challenges of Indonesian hospital nurses in fulfilling the demands of English language competency. Research methods included use of questionnaires, along with semi-structured and informal interviews. In the potential aspect, the nurses reported that they valued English as useful in their jobs even though they admitted that most of them were still less proficient.  The willingness to learn and the attempt to improve English in the workplace had been seen as a potential. Moreover, nurses suggested ways that the institution and government can do to help them with the English improvement. The overall finding is that Indonesia appears to be trying hard to improve its readiness for medical tourism. The findings could also reflect the situations in countries where English is a foreign language in struggling to fulfill the demands of nurses’ competency in the 21st century.
The Use of AI Generative Feedback in Writing Theses for 8th-Semester Students English Education Study Program at the University of Bengkulu Fradesta, Monica; Novita, Eka; Rosanda, Perti
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.480-490

Abstract

Thesis writing in higher education poses a significant challenge for many students. With the rapid advancement of Artificial Intelligence (AI), students have begun using AI tools, particularly to obtain feedback during the writing process. This study investigates how AI-generated feedback is utilized in thesis writing and explores students’ perceptions of its effectiveness. Six eighth-semester students from the English Education Study Program at the University of Bengkulu were selected using criterion sampling. A qualitative phenomenological design was adopted, and data were collected through semi-structured interviews and documentation. Thematic analysis revealed that students used Chat GPT as their primary tool and engaged in three main activities: requesting, receiving, and responding to feedback. Participants reported that the feedback was generally helpful in improving the quality of their thesis writing, especially in terms of clarity, coherence, and self-revision. However, concerns regarding the relevance and accuracy of the feedback prompted them to verify it through self-evaluation, discussions with peers, or consultations with their supervisors. Despite its limitations, AI-generated feedback was perceived as a valuable support tool that enhanced students' autonomy and writing development. This suggests that while AI cannot fully replace human feedback, it can significantly contribute to the academic writing process by fostering independent learning and revision.
Co-Authors Fradesta, Monica Novita, Eka Pensuksan, Wipawan Zehner, Edwin