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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Getsempena English Education Journal Berumpun: international journal of social, politics and humanities Journal of English Language Teaching and Linguistics Getsempena English Education Journal Linguistic, English Education and Art (LEEA) Journal Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Journal of Science and Education Research ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Indonesian Technology and Education Journal Lire Journal (Journal of Linguistics and Literature) Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Collaborative: Journal of Community Service
Resti Amalia
Universitas Bangka Belitung
Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Exploring Nursing Students’ Perceptions of English Learning for Palliative Care Communication Linauli Happy Christina Zega; Elyin Artha Karlina Lumban Gaol; Enni Juliani; Ribka Sabarina Panjaitan; Yarwin Yari; Resti Amalia
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1263

Abstract

Effective communication combining clinical competence with empathy and cultural sensitivity is central to quality palliative care. In globalized healthcare, English proficiency has become essential for nursing students, not only as a professional tool but as a medium for compassionate, ethical communication. This study aims to explore nursing students’ perceptions of learning English for palliative care communication, identify the challenges they face in developing empathetic and clinical language competence, and propose pedagogical strategies to enhance English-for-Nursing curricula. A mixed-method research design was employed with undergraduate nursing students from STIKes RS Husada, Jakarta. Data were gathered through questionnaires of all 40 students, and semi-structured interviews were conducted online with 10 selected students. The results of the study showed that students' perception of the importance of English in palliative care communication was in the agree and strongly agree categories, with an average overall score of 81.5%. The highest indicator was the importance of English for the future career of a nurse. The result also highlighted that 42% of students experienced challenges in learning English for palliative care, namely expressing empathy, understanding vocabulary, role-playing, limited opportunities to practice, and cultural differences.  Interview data confirmed that students recommend role-play, simulation, peer dialogue, and multimedia immersion for improvement, highlighting interactive and experiential learning strategies
Reclaiming local knowledge through saman: A decolonial approach to English literature education Resti Amalia; Donal Fernado Lubis; Tri Arie Bowo
Tefla Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 8 No. 2 (2026)
Publisher : Universitas Muhammadiyah Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v8i2.1769

Abstract

Despite increasing international recognition, Indonesian literature remains underrepresented in English Literature classrooms, where Western literary traditions continue to dominate curriculum and pedagogy. This study examines the postcolonial critiques represented in Ayu Utami's Saman and explores its potential as a resource for decolonial pedagogy in English Literature education. Employing a qualitative literary analysis design, the study uses close reading and thematic analysis to examine textual representations of coloniality and social inequality. The findings reveal seven major postcolonial critiques in the novel: colonial mentality, gendered violence, historical amnesia, feudal power structures, religious authority, state violence, and the marginalization of subaltern voices. The novel also portrays various forms of resistance that challenge oppressive political, economic, and cultural structures. These findings demonstrate that coloniality persists beyond formal independence through unequal power relations, institutional control, and the silencing of marginalized communities. Furthermore, the study argues that Saman possesses significant pedagogical value for fostering critical literacy, historical consciousness, epistemic justice, and student agency. By engaging students with local narratives and social realities, the novel can support efforts to challenge epistemic coloniality and advance decolonial approaches to English Literature education in Indonesian higher education.
Emotional Geographies of an EFL Teacher Agency in Transforming Bangka Manuscripts into Interactive Multimodal Materials for Rural Learners Hilda Rakerda; Resti Amalia; Nostalgianti Citra Prystiananta
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/44bmp239

Abstract

This study investigateed the emotional geographies of an EFL teacher’s agency in developing and teaching BookCreator-based reading materials derived from philological and historical interpretations of Bangka manuscripts. Employing narrative inquiry, the study examined the teacher’s stories, reflections, and classroom experiences through Hargreaves’ dimensions of emotional geography, including moral, sociocultural, professional, physical, and political dimensions. The findings revealed that the teacher’s agency was shaped by emotional ambivalence. Pride in preserving Bangka heritage was accompanied by anxiety about simplifying manuscript knowledge, designing interactive digital materials, and engaging learners with low motivation to study English and limited aspirations for higher education. BookCreator emerged not merely as a technological platform but as a mediating pedagogical space where local history, English literacy, multimodal design, and teacher emotion intersected. This study suggested that culturally sustaining digital EFL pedagogy in peripheral contexts depends not only on technological innovation but also on teachers’ emotional negotiations with curriculum demands, local knowledge, institutional expectations, and student realities, contributing to international debates on teacher agency and equitable digital learning. Keywords: Digital materials development, Emotional geography, Interactive book, Local culture, Narrative inquiry
Co-Authors Ariandi A Zulkarnain Asmawati Asmawati Donal Fernando Lubis Donny Adiatmana Ginting Elyin Artha Karlina Lumban Gaol Enni Juliani Hidayati Hidayati Hidayati Hilda Rakerda Linauli Happy Christina Zega Lubis, Donal Fernado M. Aries Taufiq Prescilla, Yesvika Fibry Prystiananta, Nostalgianti Citra Rahmi Eka Putri Resty Widyanty Ribka Sabarina Panjaitan Ririn Septia Ririn Septia Robing Robing Samuel Samuel Tri Arie Bowo Yari, Yarwin YesvikaFibry Prescilla