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All Journal JPF (Jurnal Pendidikan Fisika) Universitas Islam Negeri Alauddin Makassar Jurnal PAJAR (Pendidikan dan Pengajaran) Sulolipu: Media Komunikasi Sivitas Akademika dan Masyarakat Indonesian Journal of Clinical Pathology and Medical Laboratory (IJCPML) JURSIMA (Jurnal Sistem Informasi dan Manajemen) Jurnal Pendidikan dan Kewirausahaan Jurnal Pengabdian Masyarakat Nusantara Protasis: Jurnal Bahasa, Sastra, Budaya, dan Pengajarannya JURSIMA Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Jurnal Akademik Pengabdian Masyarakat International Journal of Multilingual Education and Applied Linguistics International Journal of Studies in International Education Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar
Rostina Rostina
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Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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A Self-Reflective Study on the Importance of Learning English for Educational and Career Development: Experiences of a Business English Lecturer Rostina Rostina
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 4 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i4.410

Abstract

This study explores the role of English in supporting the academic and professional development of management students, based on the lecturer’s reflections as both lecturer and researcher. As English becomes increasingly important in global education and employment, many students are required to read academic materials, complete assignments, and communicate using English. This study focuses on how English for Specific Purposes (ESP), especially Business English, helps students build discipline-related skills and prepare for real workplace communication. Using an autoethnographic approach, the researcher collected data from self-interviews, reflective teaching journals, and informal student feedback over one semester. Thematic analysis was used to identify patterns in the lecturer’s experiences and observations. The findings show that English supports students’ academic growth by helping them understand textbooks, research articles, and business case studies. Students gained confidence in reading and presenting academic information after completing guided tasks. The results also indicate that ESP based on activities such as email writing, meeting simulations, and presentations strengthened students’ employability skills. These tasks helped students feel more prepared for internships and early career responsibilities. Additionally, the study highlights the importance of reflective teaching. By analyzing classroom challenges and student needs, the lecturer was able to improve teaching strategies, select more authentic materials, and provide better support for learners. This research shows that integrating ESP with employability goals can create meaningful learning experiences for management students. When English teaching is connected to real professional contexts, students develop both language proficiency and practical communication skills. The study also encourages lecturers to use reflection as a tool to enhance teaching quality and better support students’ academic and career preparation.
Implementing Storytelling Method in Teaching English to Primary School Students Rostina Rostina; Dien Afni Ariyati; Sri Hariati Mustari
International Journal of Studies in International Education Vol. 3 No. 1 (2026): International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i1.475

Abstract

Storytelling has been widely recognized as an effective method for teaching English to young learners because it presents language in meaningful and engaging contexts. This study aims to explore the implementation of storytelling in teaching English to primary school students and to examine the perceived benefits and challenges from the teacher’s perspective. The study employed a qualitative descriptive research design involving one English teacher who taught Grade 6 students at SDN 261 Pinrang. The participant was selected through purposive sampling due to her experience in applying storytelling activities in English instruction at the lower primary level. Data were collected through a semi-structured interview and documentation, including lesson plans and teaching materials related to storytelling used in the classroom. The data were analyzed using descriptive qualitative analysis by identifying recurring themes related to classroom implementation, student responses, perceived benefits, and instructional challenges. The findings reveal that storytelling was mainly implemented in listening and speaking activities using simple and familiar stories, visual aids, and follow-up tasks such as comprehension questions and story retelling. According to the teacher, storytelling contributed positively to students’ listening skills, vocabulary acquisition, motivation, and confidence in using English. Students showed higher levels of attention, engagement, and willingness to participate during storytelling sessions compared to traditional teaching methods. However, several challenges were also identified, including difficulty in selecting age-appropriate and culturally relevant stories, limited instructional time, large class size, and the teacher’s need for further training in designing effective storytelling activities. Despite these challenges, the study concludes that storytelling can create a positive and supportive learning environment when it is carefully planned and supported by adequate teacher preparation. The findings highlight the importance of instructional support to maximize the effectiveness of storytelling in primary EFL classrooms.
Optimalisasi Penggunaan Mendeley dalam Penulisan Karya Ilmiah Mahasiswa A. Reski Almaida Dg Macenning; Anang Setiawan; Rostina Rostina; Satria Putra Jaya Negara; Hasisa Haruna
JURNAL AKADEMIK PENGABDIAN MASYARAKAT Vol. 4 No. 3 (2026): Mei
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/japm.v4i3.9692

Abstract

Scientific writing is an essential competency that must be mastered by university students, particularly in managing citations and references in accordance with academic standards. However, many students still face difficulties in producing consistent and accurate citations due to limited understanding and lack of utilization of supporting technologies. This community service activity aims to improve the knowledge and skills of Management students at Universitas Negeri Makassar (Class of 2023) in using Mendeley as a reference management tool. The training was conducted online via Zoom using lecture, demonstration, and hands-on training methods. The results indicate a significant improvement in students’ understanding of citation concepts and reference management, as well as their practical ability to use Mendeley for automatic citation and bibliography generation. Furthermore, the interactive online training approach proved to be effective in enhancing participant engagement and learning outcomes. This activity contributes to improving students’ academic literacy and supports the development of higher-quality scientific writing in accordance with academic standards.
A Teacher's Writing Habit as Emotional Expression in a Demanding Teaching Routine Rostina Rostina
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): March:Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i1.2650

Abstract

This study explored how a teacher’s writing habit functions as emotional expression within a demanding teaching routine. Specifically, it examined four aspects like writing as emotional release, writing as reflective practice, writing within a demanding teaching routine, and writing as an emotional coping strategy. A qualitative single-case study design was employed. The participant was one female teacher at SD Negeri 060 Pekkabata, Polewali Mandar, Sulawesi Barat, who had a very hectic schedule including full-time teaching, administrative duties, and private tutoring. Data were collected through semi-structured interviews conducted via Zoom and WhatsApp chat, as well as document analysis of the teacher’s syllabus, lesson plans, blog, Instagram posts, journal book, and mobile phone notes. Thematic analysis was used to analyze the data. The findings revealed that writing served as a powerful emotional release, helping the teacher process anxiety and accept difficult situations. Reflective writing occurred primarily during professional training periods and motivated her to improve classroom practice. Despite her demanding routine, the teacher maintained a writing habit by using multiple platforms, writing during natural breaks, and prioritizing short, happiness-focused notes. She considered writing equally effective as talking to others for emotional expression and strongly recommended writing to fellow teachers. The study concludes that a flexible writing habit focused on emotional release and small positive moments can be a sustainable, low-cost coping strategy for teachers facing overwhelming professional demands. These findings have implications for teacher well-being program and teacher education.
When It's Only Me: The Experience of an Only Child Caring for an Elderly Mother While Working Rostina Rostina
Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar Vol. 2 No. 2 (2026): April : Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jibpgsd.v2i2.235

Abstract

This reflective autoethnographic study explores the lived experience of being an only child caring for an elderly mother with Parkinson's disease while working as a full-time lecturer. The research aims to understand how this dual role affects the caregiver's mental health, work productivity, and relationship with the mother. Using a reflective autoethnographic approach based on Ellis, data were collected through three techniques: autobiographical narratives and memos, analysis of personal artifacts (work schedules, medical records, photographs), and an integrated self-interview. Thematic-reflective analysis revealed three main themes. First, structural loneliness describes the profound isolation resulting from having no sibling to share physical, emotional, and decisional responsibilities, which informal support cannot easily remedy. Second, stealth strategies at work refer to hidden tactics such as leaving early without disclosure, using breaks to check on the mother, and concealing caregiving struggles to avoid being perceived as less committed or losing professional opportunities. Third, fought for bonds shows that despite exhaustion and initial frustration, the caregiver’s relationship with her mother deepened through daily effort, patience, and reframing caregiving as meaningful devotion, a process aligned with filial maturity. The findings highlight the unique pressures faced by only-child working caregivers, including invisible productivity loss and the inadequacy of general social support. Practical implications for employers, social workers, and policymakers are discussed. This study contributes a rich first-person account to the underexplored area of only-child caregiving and offers recommendations for workplace cultural change, targeted support groups, and subsidized respite services.
Co-Authors Anang Setiawan Aransyah, Muhammad Fikry B Rusli Dasril Aldo Dien Afni Ariyati Fiqry Fahmy Dwe Fahrezy Hading Hading Hardjoeno Hardjoeno Hasisa Haruna M Arief Mansyur Arif Maria Margareta Apelabi Maulana Faridzal Eka Nugraha Miranda Dwi Febriliana Rasman Rasman Rizkyna Sekar Kisviantari Satria Putra Jaya Negara Sri Hariati Mustari Suci Aprianti Trisna Kenti Rahayu