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All Journal Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal Linguistics and Elt Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JEES: Journal of English Educational Study Journal of English Language Teaching Innovations and Materials (Jeltim) Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Bubungan Tinggi: Jurnal Pengabdian Masyarakat FOSTER: Journal of English Language Teaching Journal of English Teaching and Learning Issues Buletin Poltanesa ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Pendidikan EBONY Amal Ilmiah: Jurnal Pengabdian Kepada Masyarakat Jurnal Edulanguage: Jurnal Pendidikan Bahasa Rainbow : Journal of Literature, Linguistics and Culture Studies
Novika Amalia
Universitas Palangka Raya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Tales of Indigenous Students in Central Kalimantan: Narrative Inquiry on English Learning Experience Muhammad Subhan Fikri; Novika Amalia; Richard Ferry Nugraha; Rezqan Noor Farid
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22008

Abstract

Learning experience is an integral factor of language perception construction. Having a positive experience is more likely to construct a positive perception of the language. English students in Universitas Palangka Raya are indigenous people in Kalimantan who comes from different parts of Central Kalimantan. These students experienced learning processes that are highly influenced by the condition of the school, the teachers, and their environment. This study aims to understand the indigenous students learning experiences in Central Kalimantan to explore the construction process of their perception of English throughout these experiences. This study involved five English education students. We conducted a conversational interview to collect the participants’ stories of their learning experienced. We found that all of the participants chose English education study program because they were interested in the language. These interests are built through their language learning experience. Even if the students reported school and classroom environments as the biggest factor of their negative experience of English, they still found interest in English through usage in their lives such as hobbies and communication.
The Implementation of Proyek Penguatan Profil Pelajar Pancasila (P5) with the Theme of Local Wisdom: Students’ Voices Erma Sujiyani; Handini Siringoringo; Novika Amalia
Poltanesa Vol 26 No 2 (2025): December 2025
Publisher : P3KM Politeknik Pertanian Negeri Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51967/tanesa.v26i2.3570

Abstract

This study explores how students perceive the implementation of the Pancasila Student Profile Strengthening (P5) program under the theme of Local Wisdom, focusing on both the positive and negative aspects experienced in classroom and project activities. The research used a descriptive qualitative approach involving 30 students from class XI SAINTEK 3 at SMAN 5 Palangka Raya. Data were obtained through questionnaires and interviews to capture a broader and more personal view of their learning experiences. Findings show that 63% of students expressed positive perceptions toward P5, while 37% viewed it less favorably. Students who responded positively described P5 as enjoyable and meaningful, particularly because they could engage directly with cultural practices and teamwork activities that reflected Pancasila values. In contrast, others noted issues such as unclear instructions, lack of organization, and additional material costs, which made the experience less engaging. These differences highlight that while the P5 program supports cultural appreciation and character development, its success depends greatly on facilitation, communication, and resource support. The study suggests that better planning, teacher guidance, and collaboration with local communities are needed to enhance the relevance and sustainability of P5 activities. Overall, the results reflect that the theme of Local Wisdom remains a strong yet challenging approach to cultivating civic and cultural values in the Merdeka Curriculum.
Enhancing teachers' competencies in information technology through infographics training as an alternative learning media Maida Norahmi; Maria Arina Luardini; Ristati Ristati; Rezqan Noor Farid; Muhammad Subhan Fikri; Novika Amalia; Sovia Rahmaniah; Dellis Pratika; Siti Munawarah; Windi Fitriyani
Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Vol. 9 No. 4 (2024): November 2024
Publisher : University of Merdeka Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26905/abdimas.v9i4.14394

Abstract

Many teachers struggle to utilize technology to create interactive, creative, and innovative learning media. They often face challenges in selecting and using the wide variety of available learning tools, which leads them to rely on traditional methods such as textbooks. Additionally, the lack of skills in using technology-based media, such as infographics, hinders their ability to enhance the quality of teaching in line with the demands of the digital era. This study aims to describe the implementation of infographic training as an alternative learning media at SMPN Satap 2 Palangka Raya. The training was designed to enhance teachers' competencies in utilizing information technology, especially within the limitations of available resources. Using the Assets-Based Community Development (ABCD) approach, the training leveraged existing facilities such as school laptops, smartphones, and premium Canva accounts. The training activities included an introduction to infographic design, hands-on practice with Canva, intensive mentoring, and an exhibition of participants' works. The results indicate that the training was conducted as planned with active teacher participation, despite technical challenges such as limited internet connectivity. This training also highlighted the importance of sustained support, such as providing adequate technological infrastructure by schools and local governments, to improve the effectiveness of similar programs in the future.
Optimalisasi Literasi Digital Guru dalam Penulisan Artikel Promosi Potensi Daerah Berbasis SEO Richard Ferry Nugraha; Bahing; Ristati; Muhammad Subhan Fikri; Emeral; Novika Amalia; Dellis Pratika; Cendikia Flory Aristia; Tutik Haryani; Sovia Rahmaniah; Basir Hidayatullah; Rafi
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22772

Abstract

Background: Program pengabdian kepada masyarakat ini dilaksanakan untuk mengoptimalkan literasi digital guru melalui pengenalan konsep dan praktik Search Engine Optimization (SEO) dalam penulisan artikel promosi potensi daerah di Kalimantan Tengah. Kegiatan ini dilatarbelakangi oleh kebutuhan untuk memperkuat peran guru tidak hanya sebagai fasilitator pembelajaran di kelas, tetapi juga sebagai agen literasi digital yang mampu berkontribusi pada pembangunan daerah melalui karya tulis kreatif berbasis teknologi. Metode: Program dirancang dalam bentuk workshop yang terdiri atas pemaparan materi, diskusi, serta praktik langsung menulis artikel berbasis SEO dalam bahasa Inggris. Sebanyak 17 guru berpartisipasi aktif dalam kegiatan ini dan memberikan umpan balik melalui kuesioner. Hasil: Temuan menunjukkan bahwa mayoritas peserta menunjukkan persepsi positif terhadap aspek penyampaian materi (100%), kepuasan terhadap workshop (82%), alokasi waktu (94%), motivasi (94%) dan kepercayaan diri (100%). Selain itu, artikel peserta yang dipublikasi memiliki visibilitas yang cukup baik dengan 226 impresi dan pembaca dari mancanegara. Kesimpulan: Secara keseluruhan, program ini berhasil meningkatkan pemahaman dan keterampilan guru dalam penulisan artikel berbasis SEO sekaligus menumbuhkan motivasi mereka sebagai agen literasi digital. Di masa mendatang, kegiatan serupa perlu menyediakan waktu lebih panjang dan pendampingan berkelanjutan agar dampaknya lebih optimal.
Interventionist, Non-Interventionist, or Interactionist: Investigating Teacher Beliefs and Classroom Management in Indonesian EFL Contexts Novika Amalia
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i1.9046

Abstract

Teachers’ beliefs about classroom management and pedagogical practices can generally be categorized into interventionist, non-interventionist, or interactionist approaches, which describe how teachers design learning environments, manage student behavior, and implement instructional strategies. This study investigates the relationship between teachers’ beliefs and pedagogical practices in Indonesian EFL Senior High Schools, focusing on their alignment and the factors shaping their decisions. This qualitative, multiple-case study explored the perspectives of two certified English teachers with differing levels of congruency between their stated beliefs and observed practices. Data were collected through semi-structured interviews, analyzed thematically, and validated through peer reviews, expert validation, and member checking to ensure accuracy and reliability. Findings revealed five key factors influencing teachers’ pedagogical decisions: students’ academic competence, psychological well-being, future objectives, learning competence, and school-provided learning facilities. Results indicate that Teacher A initially held an interventionist belief but exhibited an interactionist teaching style due to classroom challenges that reshaped her perceptions. Conversely, Teacher B maintained a strong interventionist approach, making only minor adjustments based on student feedback and professional development experiences. Despite their differing levels of congruency, both teachers expressed satisfaction with their teaching practices. This study concludes that teacher effectiveness in Indonesian EFL classrooms depends more on adaptability and student needs than strict alignment between beliefs and practices. These findings contribute to the discourse on teacher belief systems, pedagogical adaptability, and classroom management strategies in EFL contexts, highlighting the dynamic nature of teachers' professional growth and instructional decision-making.
Exploring EFL Teachers’ TPACK Implementation in Rural Indonesia: Insights from Central Kalimantan Dellis Pratika; Emeral Emeral; Novika Amalia; Tampung Nias Saman; Julianthi Zefana Silitonga; Misericordias Domini
FOSTER: Journal of English Language Teaching Vol. 6 No. 4 (2025): 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.v6i4.281

Abstract

This study investigates Indonesian EFL teachers’ perceptions and implementation of Technological Pedagogical Content Knowledge (TPACK) in rural Central Kalimantan. Using a qualitative design with semi-structured interviews, it explores how teachers integrate content, pedagogy, and technology in their classroom practices. The findings show that teachers demonstrate strong confidence in content and technological knowledge, adapting instruction to students’ needs and displaying positive attitudes toward technology integration. However, challenges persist in pedagogical domains, particularly in fostering collaboration, and are compounded by infrastructural limitations, digital inequities, and restrictive institutional policies. This study highlights rural teachers’ adaptive strategies under constrained conditions, expanding TPACK beyond urban settings. The implications call for teacher training that emphasizes pedagogically grounded and context-sensitive approaches, and for policies that strengthen rural digital infrastructure and promote equitable access. Future research should broaden the extent to a broader rural context, include learner perspectives, and examine teachers’ sustainable TPACK development.
Critical Ecolinguistics Analysis on Tourism Brochure Translation: From Nature Appreciation to Adventure Consumption Richard Ferry Nugraha; Novika Amalia
Rainbow: Journal of Literature, Linguistics and Culture Studies Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v15i1.42561

Abstract

This study critically examines the tourism brochure of West Kotawaringin, Central Kalimantan, Indonesia, from Indonesian to English. It argues that the translator’s choice of strategies reshapes the region's ecological and cultural landscape in the target text. Employing Venuti’s domestication and foreignization strategies as well as Stibbe’s ecolinguistics framework, the analysis reveals shifts from narratives that encourage genuine nature appreciation to those promoting adventure consumption, thereby reinforcing an inherently anthropocentric worldview. Key findings unequivocally highlight a significant erasure of indigenous eco-technologies and local knowledge, exemplified by the generic rendering of terms like kelotok and perahu getek into simply “a boat,” and the mistranslation of the culturally vital sumpit (blowpipe) as “chopstick”. This linguistic simplification and misrepresentation contribute to the commodification of the region, framing it through an exotic-romantic imaginary that obscures its identity and complex socio-ecological realities. Furthermore, factual inaccuracies, such as the incorrect conversion of “hectares” to “acres,” disrupt narrative conviction and contribute to the institutionalization of natural spaces, presenting them as managed facilities rather than holistic ecosystems. The predominant reliance on domestication strategies effectively silences the environment, replacing rich, interconnected stories with a simplified, consumer-oriented discourse. This research critically underscores the urgent need for ethically and ecologically conscious approaches to tourism translation that actively resist anthropocentric biases, foster authentic representation, and ultimately promote genuine eco-cultural sustainability in promotional materials.
Students' Error in Writing Descriptive Text Viewed from Surface Strategy Taxonomy Ni Wayan Diani; Olga Dona Retsi; Novika Amalia; Maria Arina Luardini
Jurnal Edulanguage: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2025): Jurnal Edulanguage: Jurnal Pendidikan Bahasa
Publisher : English Study Program, Faculty of Teacher Training and Educational Sciences, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/edulanguage.11.2.2025.33-46

Abstract

This study aimed to identify and explain the types of errors as well as to investigate the underlying causes of errors in writing descriptive texts among students of English Education Study Program at Universitas Palangka Raya. The study employed a qualitative descriptive method, the researcher described factual findings and aspects related to students’ errors in composing descriptive texts. The participants consisted of 30 second semester students from class C of intermediate English writing course. This study conducted an essay test to collect students’ writing in processing data. The results of students’ writing were then classified into types of errors based on the surface strategy taxonomy by Dulay, Burt and Krashen (1982). Furthermore, the researcher interviewed 5 students with more error categories than others to find out the causes of errors made by students. The results showed that students still made many errors in writing descriptive texts. There are 128 total errors found in the use of grammar in writing descriptive texts. The errors are: (1) omission which is 33 errors. (2) addition which is 23 errors. (3) misformation, 72 errors. The researcher did not find misordering errors in the students’ descriptive text writing. And based on interviews from 5 students, the cause of this error was lack of vocabulary size, time limitation, lack of comprehension, lack of confidence.
Co-Authors Apriandy, Apriandy Ariesta Lestari Azhara, Saydatina Fatimah Bahing Bahing, Bahing Basir Hidayatullah Cendikia Flory Aristia Dellis Pratika Dellis Pratika Dina Mardiana Emeral Emeral Emeral Erma Sujiyani Erma Sujiyani, Erma Fauzi, Iwan Handini Siringoringo Julianthi Zefana Silitonga Maida Norahmi Maida Norahmi Marcelino, Riandi Maria Arina Luardini Maria Arina Luardini Misericordias Domini Muhammad Subhan Fikri Natalina Asi, Natalina Ni Wayan Diani Norahmi, Maida Olga Dona Retsi Olivia, Tracy Rafi Retsi, Olga Dona Rezqan Noor Farid Rezqan Noor Farid Richard Ferry Nugraha Ristati Ristati Ristati, Ristati Ristati, Ristati Siti Munawarah Sovia Rahmaniah Sovia Rahmaniah Susanty Susanty, Susanty Tampung Nias Saman Teresa, Yulia Toendan, Stevano Gabriel Tutik Haryani Windi Fitriyani