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All Journal Poetika: Jurnal Ilmu Sastra ATAVISME JURNAL ILMIAH KAJIAN SASTRA IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Onoma: Pendidikan, Bahasa, dan Sastra NOTION: Journal of Linguistics, Literature, and Culture English Language in Focus (ELIF) Journal of Research on English and Language Learning (J-REaLL) KARYA: Jurnal Pengabdian Kepada Masyarakat Literacy : International Scientific Journals of Social, Education, Humanities
Rahmat Setiawan
Universitas PGRI Adi Buana Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Medical-Adapted Fable in Teaching English for Nursing Purposes Ferra Dian Andanty; Rahmat Setiawan
English Language in Focus (ELIF) Vol. 8 No. 1 (2025): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.8.1.1-12

Abstract

English proficiency is essential in nursing education, as nurses must communicate medical information accurately while demonstrating empathy and ethical awareness. However, many English for Specific Purposes (ESP) courses remain limited to vocabulary and grammar memorization, neglecting contextual and humanistic aspects of learning. This study introduces medical-adapted fables as an alternative medium for English instruction in nursing. Employing a mixed-method exploratory–descriptive design, data were gathered from 150 nursing students in Surabaya through questionnaires, complemented by interviews with three participants for deeper insights. Findings reveal that students could recognize key medical vocabulary such as blood pressure (80%), infection (76.7%), and diagnosis (74.7%), along with medical devices including thermometer (86.7%), stethoscope (83.3%), and syringe (80.7%). Ethical communication values were also strongly perceived, particularly empathy (88%), active listening (84.7%), and confidentiality (76.7%). Perception scores exceeded 4.2 on a Likert scale, indicating positive responses toward storytelling as a learning tool. Interviews further highlighted that fables provided memorable and emotionally engaging contexts, fostering confidence and sensitivity in English use. The novelty of this research lies in integrating narrative pedagogy into ESP for nursing, offering promising implications for vocabulary learning, ethical awareness, and global communication readiness.
Tahfidz and English language learning: Exploring cognitive habitus through huffaz narratives Meytha Dwi Kurniadiansyah; Rahmat Setiawan; Eliasanti Agustina
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.25502

Abstract

Qur’anic memorization (tahfidz) has been extensively discussed in relation to memory, attention, and other cognitive capacities, while second language acquisition research has studied parallel processes through learning constructs such as working memory, motivation, and self-regulated learning. Nevertheless, these two research bodies infrequently examine through a lens how tahfidz practices experienced by huffaz (person who practices tahfidz) work comparably in the English learning practice. This research, therefore, explores how huffaz experience and interpret their English learning in relation to their tahfidz practices, with particular concern for cognitive and behavioral patterns that associate the two learning contexts. This qualitative research uses narrative inquiry as the approach. Data were collected through semi-structured interviews with six huffaz and analyzed thematically. The narratives indicate four noticeable features of English learning: structured learning behaviors, intrinsic motivation, supportive learning environments, and independence and discipline. Participants also articulated similarities between tahfidz and English learning in terms of repetition, auditory attention, effort, and systematic processing. These patterns are interpreted through the concept of cognitive habitus as a way of understanding how participants perceive enduring learning dispositions developed through their long-term tahfidz experiences. Rather than demonstrating direct neurocognitive effects, the findings propose an interpretive account of how participants comprehend the transfer of learning dispositions from tahfidz to English learning. Ultimately, the research contributes to English learning by intersecting religious learning traditions and cognitive habitus into the dialogue. Further research with cognitive, neurophysiological, or longitudinal methods is necessary to scrutinize whether the connections identified in these narratives can be empirically validated.
Co-Authors Alfredo Ibara Febriant Utomo Andi Karman Ani Asryan Armelia Nungki Nurbani Devina Nurya Herawati Eliasanti Agustina Ellen Ersa Febi Ferra Dian Andanty Goffar Ar Rozzaq Hertiki Joko Aji Saputro Karima Laili Rahma Dewi Perangin Angin Meytha Dwi Kurniadiansyah Muhammad Ubaydillah Syach Pandu Rudy Widyatama Razanawati Nordin Rina Ayu Wardana Sri Nurhidayah Tanti Aprinia